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Mathematics teachers attending and responding to students’ thinking: diverse paths across diverse assignments. (English)
Int. J. Math. Teach. Learn. 2014, 28 p., electronic only (2014).
Classification: D39 C70 C30
1
Mathematics teachers’ ideas about mathematical models: a diverse landscape. (English. Spanish summary)
PNA 9, No. 1, 1-28, electronic only (2014).
Classification: M19 D39
2
Diversity in middle school mathematics teachers’ ideas about mathematical models: the role of educational background. (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). 960-969 (2013).
Classification: M19 D39 B50
3
Conceptualizing sound as a form of incarnate mathematical consciousness. (English)
Educ. Stud. Math. 79, No. 1, 41-59 (2012).
Classification: C32 G22 C82
4
The incarnate rhythm of geometrical knowing. (English)
J. Math. Behav. 31, No. 1, 91-104 (2012).
Classification: C32 C72 G22
5
Transcriptions, mathematical cognition, and epistemology. (English)
Mont. Math. Enthus. 8, No. 1-2, 51-76 (2011).
Classification: C80
6
The emergence of rhythmic patterns as a way of embodied mathematical knowing. (English)
Joubert, M. (ed.) et al., Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 30, No. 1. Proceedings of the British congress of mathematics education, BCME-7, University of Manchester, UK, April 6‒9. 2010. London: British Society for Research into Learning Mathematics (BSRLM). 248-253 (2010).
Classification: G22 D42
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