History


Help on query formulation
first | previous | 1 | next | last

Result 1 to 16 of 16 total

The mathematical thinking as conceptual framework. (El pensamiento matemático como marco de referencia.) (Spanish)
Azcárate, Carmen (ed.) et al., Didáctica del análisis matemático: una revisión de las investigaciones sobre su enseñanza y aprendizaje en el contexto de la SEIEM. Periodo 1997‒2014. La Laguna: Universidad de La Laguna, Servicio de Publicaciones (ISBN 978-84-15939-38-2/pbk). Materiales Didácticos Universitarios; Serie Matemáticas 1, 17-30 (2015).
Classification: C30
1
Didactics of mathematical analysis: a review of research on teaching and learning in the context of the SEIEM. 1997‒2014. (Didáctica del análisis matemático: una revisión de las investigaciones sobre su enseñanza y aprendizaje en el contexto de la SEIEM. Periodo 1997‒2014.) (Spanish)
Materiales Didácticos Universitarios; Serie Matemáticas 1. La Laguna: Universidad de La Laguna, Servicio de Publicaciones (ISBN 978-84-15939-38-2/pbk). 248~p. (2015).
Classification: A60 I10 D10
2
The Zero Group. (El Grupo Cero.) (Spanish. English summary)
Uno 16, No. 55, 16-26 (2010).
Classification: D30 A30
3
Beliefs, concepts and teachers’ professional knowledge when teaching differential calculus to economics students. (Creencias, concepciones y conocimiento profesional de profesores que enseñan cálculo diferencial a estudiantes de ciencias económicas.) (Spanish)
Relime 9, No. 1, 85-116 (2006).
Classification: C29 I25
4
A powerful situation to elicit mathematics teachers’ ideas on the structuring concepts of infinitesimal calculus. (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). 402-406 (2004).
Classification: I39 E29
5
The concept of infinity. A research about incoherencies found in high school students. (El concepto de infinito actual. Una investigación acerca de las incoherencias que se evidencian en alumnos de bachillerato.) (Spanish)
SUMA (Granada), No. 38, 53-67 (2001).
Classification: I34
6
Conceptions and beliefs of mathematics university professors about the teaching of differential equations. (English)
van denHeuvel-Panhuizen, Marja, Proceedings of the 25th conference of the international Group for the Psychology of Mathematics Education. Vol. 1. , (ISBN 90-74684-16-5). 344 (2001).
Classification: C29
7
Organizaciones matemáticas y didácticas en torno al objeto de ’lí|mite de función’: una propuesta metodológica para el análisis. (Spanish)
Enseñ. Cienc. 18, No. 3, 355-368 (2000).
Classification: I24
8
Didactics of mathematics as a scientific discipline: the case of Spain. (Didáctica de la matemática como disciplina científica: un punto de vista desde España.) (English)
Malara, Nicolina A., An international view on didactics of mathematics as a scientific discipline. , (ISBN 88-900029-3-X). 95-101 (1997).
Classification: D20
9
An analysis of some students’ concept images related to the linear function when using a "generic organizer". (English)
Puig, L. et al., 20th Conference of the International Group for the Psychology of Mathematics Education (PME 20). Proceedings. Vol. 2. ,. 385-392 (1996).
Classification: I23
10
Teaching differential equations to chemistry and biology students: an overview on methodology of qualitative research. A case study. (English)
Puig, L. et al., 20th Conference of the International Group for the Psychology of Mathematics Education (PME 20). Proceedings. Vol. 4. ,. 11-18 (1996).
Classification: I70
11
A study on the secondary teaching system about the cocept of limit. (English)
Meira, L. et al., 19. Annual conference of the International Group for the Psychology of Mathematics Education (PME 19). Proceedings. Vol. 2. ,. 11-17 (1995).
Classification: I23
12
14 to 16 years old pupils’ problems in connection to function dependence and variation. (English)
Malara, N.A. et al., First Italian-Spanish research symposium in mathematics education. , (ISBN 88-900029-0-5). 91-97 (1994).
Classification: I23
13
The curriculum and the construction of knowledge. (Les programmes et la construction du savoir.) (French)
Warbecq, A., Rôle et conception des programmes de mathématique (Actes). ,. 101-102 (1991).
Classification: D30
14
Instantaneous speed: concept images at college students level and its evolution in a learning experience. Momentangeschwindigkeit: Begriffsvorstellungen von 15-16jaehrigen Schuelern und Begriffsentwicklung in einem Lernexperiment. (French)
Fifteenth PME conference. Vol. 1. Proceedings. Tagungsband der 15. PME-Konferenz. Bd. 1. Editor(s): Furinghetti, F. (Genoa Univ. (Italy). Dipt. di Matematica) International Group for the Psychology of Mathematics Education 1991. p. 96-103 of 364 p. Available from Genoa Univ. (Italy). Dipt. di Matematica. Conference: 15. Annual Conference of the International Group for the Psychology of Mathematics Education (PME), Assisi (Italy), 29 Jun - 4 Jul 1991
Classification: I43 M53
15
Contributions on the discussion on school mathematics of the 1990s. Aportaciones al debate sobre las matematicas en los 90. Beitraege zur Diskussion ueber den Mathematikunterricht der 90er Jahre. (Spanish)
Valencia: Mestral Libros. 1987. 118 p. Ser. Title: Propuestas de didactica. Conference: Simposio ’Aportaciones al debate sobre las matematicas en los 90’, Valencia (Spain), Mar 1987 ISBN: 84-7575-227-6
Classification: A60 B10
16
first | previous | 1 | next | last

Result 1 to 16 of 16 total

Valid XHTML 1.0 Transitional Valid CSS!