Result **1** to **20** of **20** total

Looking at algebraic expressions through the lens of Vedic mathematics. (English)

Math. Teach. (Derby) 241, 44-46 (2014).

1

Engaging prospective teachers in peer assessment as both assessors and assessees: the case of geometrical proofs. (English)

Int. J. Math. Teach. Learn. 2014, 32 p., electronic only (2014).

2

Students’ self-assessment of creativity: benefits and limitations. (English)

Nicol, Cynthia (ed.) et al., Proceedings of the 38th conference of the International Group for the Psychology of Mathematics Education “Mathematics education at the edge", PME 38 held jointly with the 36th conference of PME-NA, Vancouver, Canada, July 15‒20, 2014, Vol. 5. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-365-4/v.5). 177-184 (2014).

3

Engaging prospective teachers in the assessment of geometrical proofs. (English)

Tso, Tai-Yih (ed.), Proceedings of the 36th conference of the International Group for the Psychology of Mathematics Education “Opportunities to learn in mathematics education", PME 36, Taipei, Taiwan, July 18‒22, 2012, Vol. 3. Taipei: National Taiwan Normal University. 35-42 (2012).

4

Teachers’ perceptions of mathematical creativity and its nurture. (English)

Tso, Tai-Yih (ed.), Proceedings of the 36th conference of the International Group for the Psychology of Mathematics Education “Opportunities to learn in mathematics education", PME 36, Taipei, Taiwan, July 18‒22, 2012, Vol. 4. Taipei: National Taiwan Normal University. 91-98 (2012).

5

Parabolas: connection between algebraic and geometrical representations. (English)

Aust. Sr. Math. J. 25, No. 2, 38-42 (2011).

6

Back to Treasure Island. (English)

Math. Teach. (Reston) 104, No. 9, 658-664 (2011).

7

Engaging in problem posing activities in a dynamic geometry setting and the development of prospective teachers’ mathematical knowledge. (English)

J. Math. Behav. 29, No. 1, 11-24 (2010).

8

Working like real mathematicians: Developing prospective teachers’ awareness of mathematical creativity through generating new concepts. (English)

Educ. Stud. Math. 73, No. 2, 159-179 (2010).

9

Small change ‒ big difference. (English)

Mont. Math. Enthus. 6, No. 3, 395-410 (2009).

10

Logic in wonderland: Alice’s adventures in wonderland as the context of a course in logic for future elementary teachers. (English)

Clarke, Barbara (ed.) et al., Tasks in primary mathematics teacher education. Purpose, use and exemplars. New York, NY: Springer (ISBN 978-0-387-09668-1/hbk; 978-0-387-09669-8/e-book). Mathematics Teacher Education 4, 85-103 (2009).

11

Investigating changes in prospective teachers’ views of a ‘good teacher’ while engaging in computerized project-based learning. (English)

J. Math. Teach. Educ. 11, No. 4, 259-284 (2008).

12

Problem posing as a means for developing mathematical knowledge of prospective teachers. (English)

Woo, Jeong-Ho (ed.) et al., Proceedings of the 31st annual conference of the International Group for the Psychology of Mathematics Education, PME, Seoul, Korea, July 8‒13, 2007. Vol. 1-4. Seoul: The Korea Society of Educational Studies in Mathematics. Part 3, 129-136 (2007).

13

The areas problem. (English)

Math. Spectr. 39, No. 1, 27-31 (2006).

14

Assimilating innovative learning/teaching approaches into teacher education: Why is it so difficult? (English)

Chick, H. L. (ed.) et al., Proceedings of the 29th annual conference of the International Group for the Psychology of Mathematics Education, PME 29, Melbourne, Australia, July 10‒15, 2005. Vol 1-4. Melbourne: University of Melbourne, Dep. of Science and Mathematics Education. Part IV, 185-192 (2005).

15

Assessing professional growth of pre-service teachers using comparison between theoretical and practical image of the ’good teacher’. (English)

Chick, H. L. (ed.) et al., Proceedings of the 29th annual conference of the International Group for the Psychology of Mathematics Education, PME 29, Melbourne, Australia, July 10‒15, 2005. Vol 1-4. Melbourne: University of Melbourne, Dep. of Science and Mathematics Education. Part III, 233-240 (2005).

16

Exploring mathematical patterns using dynamic geometry software. (English)

Aust. Math. Teach. 60, No. 3, 36-40 (2004).

17

Pre-service teachers’ transition from ’knowing that’ to ’knowing why’ via computerized project-based learning. (English)

Pateman, Neil A. et al., Proceedings of the 27th Conference of the International Group for the Psychology of Mathematics Education held jointly with the 25th Conference of PME-NA. Vol. 3. ,. 181-188 (2003).

18

How do mathematics teachers (inservice and preservice) perceive the concept of parabola? (English)

van den Heuvel-Panhuizen, Marja, Proceedings of the 25th conference of the International Group for the Psychology of Mathematics Education. Vol. 4. , (ISBN 90-74684-16-5). 169-176 (2001).

19

Theory of global and local coherence and applications to geometry. (English)

Pehkonen, Erkki, 21. conference of the International Group for the Psychology of Mathematics Education. ,. 152-159 (1997).

20

Result **1** to **20** of **20** total