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Three strategies for opening curriculum spaces. (English)
Teach. Child. Math. 21, No. 6, 346-353 (2015).
Classification: D32 D42
1
Use of video analysis to support prospective K‒8 teachers’ noticing of equitable practices. (English)
Math. Teach. Educ. 2, No. 2, 108-140 (2014).
Classification: D49 D39 U89
2
Using video analysis to support prospective K-8 teachers’ noticing of students’ multiple mathematical knowledge bases. (English)
J. Math. Teach. Educ. 17, No. 3, 245-270 (2014).
Classification: D39 C30
3
The impact of identity in K-8 mathematics. Rethinking equity-based practices. (English)
Reston, VA: National Council of Teachers of Mathematics (NCTM) (ISBN 978-0-87353-689-9/pbk). 126~p. (2013).
Classification: D40 C20 C30 C60 C40
4
Developing robust forms of pre-service teachers’ pedagogical content knowledge through culturally responsive mathematics teaching analysis. (English)
Math. Teach. Educ. Dev. 14, No. 2, 113-136 (2012).
Classification: D39 C50 C60 C30
5
Promoting equity in mathematics teacher preparation: a framework for advancing teacher learning of children’s multiple mathematics knowledge bases. (English)
J. Math. Teach. Educ. 15, No. 1, 67-82 (2012).
Classification: B50 C60
6
Teacher domain-specific beliefs and their impact on mathematics education reform. (English)
Maaß, Jürgen (ed.) et al., Beliefs and attitudes in mathematics education. New research results. Rotterdam: Sense Publishers (ISBN 978-90-8790-722-8/hbk; 978-90-8790-721-1/pbk; 978-90-8790-723-5/e-book). 45-58 (2009).
Classification: C29 C70 D30
7
Examining the relationship between beliefs and goals in teacher practice. (English)
J. Math. Behav. 18, No. 3, 327-356 (1999).
Classification: C29 D30 D40
8
Student Preconceptions about Vector Kinematics. Vorgefasste Meinungen zur Vektorkinematik bei Schuelern. (English)
Physics Teach. (Apr 1988) v. 26(4) p. 212-16.
Classification: G73
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