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Result 1 to 20 of 26 total

Remarks on the surface area and equality conditions in regular forms. IV: Pyramidal forms. (English)
Nexus Netw. J. 16, No. 3, 795-811 (2014).
Classification: M80 G30
1
The Cockcroft report and the committee ‒ looking back to move forward. (English)
Math. Teach. (Derby) 243, 10-14 (2014).
Classification: B20 D30 B70
2
Remarks on the surface area and equality conditions in regular forms. III: Multi-sided prisms. (English)
Nexus Netw. J. 16, No. 2, 487-500 (2014).
Classification: M80 G30 G60
3
Remarks on the surface area and equality conditions in regular forms. II: Quadratic prisms. (English)
Nexus Netw. J. 16, No. 2, 467-485 (2014).
Classification: M80 G30 G60
4
Remarks on the surface area and equality conditions in regular forms. I: Triangular prisms. (English)
Nexus Netw. J. 16, No. 1, 219-232 (2014).
Classification: M80 G30 G60
5
Mathematics teacher education in Algeria, Morocco, Mauritania, and Tunisia. (Les dispositifs de formation des enseignants en mathématiques des pays du Maghreb face aux défis de l’école.) (French. English summary)
Can. J. Sci. Math. Technol. Educ. 7, No. 2-3, 209-229 (2007).
Classification: B50
6
Making the most of formative assessment practices: Can they really make a difference to pupils’ understanding of mathematics and their ability to self assess? (French)
Giménez, Joaquim et al., Un défi pur l’éducation mathématique: Réconcilier le commun et le divers. Editorial GRAO, Barcelona (ISBN 84-7827-339-5). 244-249 (2004).
Classification: D60 D40
7
How can teaching aids improve the quality of mathematics education. (English)
Educ. Stud. Math. 56, No. 2-3, 313-328 (2004).
Classification: U60 U70
8
On the importance of mathematical play. (English)
Int. J. Math. Educ. Sci. Technol. 32, No. 3, 401-415 (2001).
Classification: C30
9
Cultural diversity in mathematics (education): CIEAEM 51. (English)
Horwood Publishing, Chichester (ISBN 1-898563-68-3). 476 p. (2000).
Classification: A60
10
Teachers evaluating a government initiative on numeracy: a case study. (French)
Les liens entre la pratique de la classe et la recherche en didactique des mathématiques (Actes). , (ISBN 88-7967-036-0). 229-232 (1999).
Classification: D32
11
The practice of action research in mathematics education: a case study. (French)
Les liens entre la pratique de la classe et la recherche en didactique des mathématiques (Actes). , (ISBN 88-7967-036-0). 287-291 (1999).
Classification: C70
12
What is mathematics all about? (French)
Les liens entre la pratique de la classe et la recherche en didactique des mathématiques (Actes). , (ISBN 88-7967-036-0). 132-136 (1999).
Classification: C29
13
Exploring the fusion of active teaching and learning methods in the mathematics classroom with 14-16 year old pupils. (French)
Abrantes, Paulo et al., Les interactions dans la classe de mathématiques. ,. 96-100 (1998).
Classification: D43
14
Talking, listening, reading and writing mathematics with 7-14 year old pupils. (French)
Abrantes, Paulo et al., Les interactions dans la classe de mathématiques. ,. 347-351 (1998).
Classification: C52
15
The structure of a course on "Linear Algebra". (La conception d’un cours d’algébre linéaire.) (French)
Rech. Didact. Math. 18, No. 3, 333-370 (1998).
Classification: H65
16
Applications, modelling and communications in secondary school mathematics. (English)
Galbraith, Peter (ed.) et al., Proceedings of the 8th international conference on technology in mathematics teaching, ICTMA 8. Mathematical modelling: teaching and assessment in a technology-rich world, Brisbane, Australia, August 1997. Horwood Publishing, Chichester (ISBN 1-898563-42-X). 11-20 (1998).
Classification: D40
17
Tyred - nearly a real problem. (English)
Teach. Math. Appl. 15, No. 3, 105-108 (1996).
Classification: M93
18
Developing numeracy in practice. (English)
Keitel, C. et al., Mathematics (education) and common sense: The challenge of social change and technological development. - (Education) mathématiques et sens commun: Le défi du changement social et du développement technologique. ,. 469-471 (1996).
Classification: F10
19
If it is easy it’s common sense, if it is not then it’s mathematics. (English)
Keitel, C. et al., Mathematics (education) and common sense: The challenge of social change and technological development. - (Education) mathématiques et sens commun: Le défi du changement social et du développement technologique. ,. 132-137 (1996).
Classification: C20
20
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Result 1 to 20 of 26 total

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