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Result 1 to 20 of 21 total

Working with parents to promote preschool children’s numeracy: teachers’ attitudes and beliefs. (English)
Phillipson, Sivanes (ed.) et al., Engaging families as children’s first mathematics educators. International perspectives. Singapore: Springer (ISBN 978-981-10-2551-8/hbk; 978-981-10-2553-2/ebook). Early Mathematics Learning and Development, 181-198 (2017).
Classification: D41 C61 C29 F21 F31
1
Developing a mathematically rich environment for 3-year-old children: the case of geometry. (English)
Meaney, Tamsin (ed.) et al., Mathematics education in the early years. Results from the POEM2 conference, Malmö, Sweden, 2014. Cham: Springer (ISBN 978-3-319-23933-0/hbk; 978-3-319-23935-4/ebook). 325-340 (2016).
Classification: G21 D31 D41
2
Early-years teachers’ concept images and concept definitions: triangles, circles, and cylinders. (English)
ZDM, Math. Educ. 47, No. 3, 497-509 (2015).
Classification: G49 G29 C39 D79 D39
3
Analyzing number composition and decomposition activities in kindergarten from a numeracy perspective. (English)
ZDM, Math. Educ. 47, No. 4, 639-651 (2015).
Classification: F21 F31 U61 D31
4
Preschool teachers’ knowledge and self-efficacy needed for teaching geometry: are they related? (English)
Pepin, Birgit (ed.) et al., From beliefs to dynamic affect systems in mathematics education. Exploring a mosaic of relationships and interactions. Cham: Springer (ISBN 978-3-319-06807-7/hbk; 978-3-319-06808-4/ebook). Advances in Mathematics Education, 319-337 (2015).
Classification: C29 G29 D39 C39
5
An investigation of the visual-mental capability of pre- and in-service mathematics teachers: a tale of two cones and one cube. (English)
J. Korean Soc. Math. Educ., Ser. D, Res. Math. Educ. 18, No. 1, 41-54 (2014).
Classification: C49 G49 G29
6
Employing the CAMTE framework: focusing on preschool teachers’ knowledge and self-efficacy related to students’ conceptions. (English)
Kortenkamp, Ulrich (ed.) et al., Early mathematics learning. Selected papers of the POEM 2012 conference, Frankfurt am Main, Germany, February 27‒29, 2012. New York, NY: Springer (ISBN 978-1-4614-4677-4/hbk; 978-1-4614-4678-1/ebook). 291-306 (2014).
Classification: D39
7
Using video as a tool for promoting inquiry among preschool teachers and didacticians of mathematics. (English)
ZDM, Int. J. Math. Educ. 46, No. 2, 253-266 (2014).
Classification: D39 D49 D20 U89 B50
8
Developing preschool teachers’ knowledge of students’ number conceptions. (English)
J. Math. Teach. Educ. 17, No. 1, 61-83 (2014).
Classification: C39 C29 F21 C31
9
Two children, three tasks, one set of figures: highlighting different elements of children’s geometric knowledge. (English)
Ubuz, Behiye (ed.) et al., CERME 8. Proceedings of the eigth congress of the European Society of Research in Mathematics Education, Antalya, Turkey, February 6‒10, 2013. Ankara: Middle East Technical University (ISBN 978-975-429-315-9). 2228-2237 (2013).
Classification: G21 C31
10
Exploring the functions of explanations in mathematical activities for children ages 3-8 year old: the case of the Israeli curriculum. (English)
Ubuz, Behiye (ed.) et al., CERME 8. Proceedings of the eigth congress of the European Society of Research in Mathematics Education, Antalya, Turkey, February 6‒10, 2013. Ankara: Middle East Technical University (ISBN 978-975-429-315-9). 2158-2167 (2013).
Classification: C31 C32 D41 D42 D31 D32
11
The CAMTE framework. A tool for developing proficient mathematics teaching in preschool. (English)
Li, Yeping (ed.) et al., Proficiency and beliefs in learning and teaching mathematics. Learning from Alan Schoenfeld and Günter Törner. Rotterdam: Sense Publishers (ISBN 978-94-6209-298-3/hbk; 978-94-6209-297-6/pbk). Mathematics Teaching and Learning 1, 89-109 (2013).
Classification: D39 B50
12
Exploring young children’s self-efficacy beliefs related to mathematical and nonmathematical tasks performed in kindergarten: abused and neglected children and their peers. (English)
Educ. Stud. Math. 83, No. 2, 309-322 (2013).
Classification: C21 C61
13
Focusing on the interactive development of secondary school teachers’ knowledge of mathematical statements. (English)
Investig. Math. Learn. 5, No. 2, 44-56 (2012).
Classification: E59 D49 B50
14
An organizer of mathematical statements for teachers: the six-cell matrix. (English)
Int. J. Math. Educ. Sci. Technol. 43, No. 6, 765-777 (2012).
Classification: E50 D30 D80
15
Geometrical knowledge and geometrical self-efficacy among abused and neglected kindergarten children. (English. CZ summary)
Sci. Educ. (Prague) 2, No. 1, 23-36, electronic only (2011).
Classification: C21 C61
16
Secondary teachers’ knowledge of elementary number theory proofs: the case of general-cover proofs. (English)
J. Math. Teach. Educ. 14, No. 6, 465-481 (2011).
Classification: B50
17
Secondary school teachers’ awareness of numerical examples as proof. (English)
Res. Math. Educ. 12, No. 2, 117-131 (2010).
Classification: E59
18
Verbal justification-is it a proof? Secondary school teachers’ perceptions. (English)
Int. J. Sci. Math. Educ. 8, No. 6, 1071-1090 (2010).
Classification: E59 C29 F69
19
Should proof be minimal? Ms T’s evaluation of secondary school students’ proofs. (English)
J. Math. Behav. 28, No. 1, 58-67 (2009).
Classification: E53 C53 C73
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