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The effect of teacher trainings on teachers’ expertise concerning formative assessment in competency-oriented mathematics. (Wirkung von Lehrerfortbildungen auf Expertise von Lehrkräften zu formativem Assessment im kompetenzorientierten Mathematikunterricht.) (German. English summary)
Z. Entwicklungspsychol. Pädagog. Psychol. 47, No. 2, 110-122 (2015).
Classification: B50 D60 D39 D40
1
How to support teachers to give feedback to modelling tasks effectively? Results from a teacher-training-study in the $\text{CO}^{2}\text{CA}$ project. (English)
Stillman, Gloria Ann (ed.) et al., Mathematical modelling in education research and practice. Cultural, social and cognitive influences. Cham: Springer (ISBN 978-3-319-18271-1/hbk; 978-3-319-18272-8/ebook). International Perspectives on the Teaching and Learning of Mathematical Modelling, 151-160 (2015).
Classification: D60 M10 D39
2
Theoretical conception and empirical effect of a teacher training with regard to mathematical problem solving. (Theoretische Konzeption und empirische Wirkung einer Lehrerfortbildung am Beispiel des mathematischen Problemlösens.) (German. English summary)
J. Math.-Didakt. 36, No. 2, 285-313 (2015).
Classification: D39 C39 B50 D59
3
Content knowledge and pedagogical content knowledge in Taiwanese and German mathematics teachers. (English)
Teach. Teach. Educ. 46, 115-126 (2015).
Classification: C39 C69 D39 B50
4
Teacher solution processes in mathematical modeling. (Lehrerlösungsprozesse beim mathematischen Modellieren.) (German)
Kaiser, Gabriele (ed.) et al., Werner Blum und seine Beiträge zum Modellieren im Mathematikunterricht. Festschrift zum 70. Geburtstag von Werner Blum. Wiesbaden: Springer Spektrum (ISBN 978-3-658-09531-4/pbk; 978-3-658-09532-1/ebook). Realitätsbezüge im Mathematikunterricht, 49-62 (2015).
Classification: D50 M10 D40
5
The influence of teacher-trainings on in-service teachers’ expertise: a teacher-training-study on formative assessment in compentency-oriented mathematics. (English)
Nicol, Cynthia (ed.) et al., Proceedings of the 38th conference of the International Group for the Psychology of Mathematics Education “Mathematics education at the edge", PME 38 held jointly with the 36th conference of PME-NA, Vancouver, Canada, July 15‒20, 2014, Vol. 2. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-362-3/v.2). 129-136 (2014).
Classification: D39 D60 D40
6
Professionality of teachers and the quality of mathematics instruction. Quantitative studies on expertise and beliefs of mathematics teachers. (Lehrerprofessionalität und die Qualität von Mathematikunterricht. Quantitative Studien zu Expertise und Überzeugungen von Mathematiklehrkräften.) (German)
Perspektiven der Mathematikdidaktik. Wiesbaden: Springer Spektrum; Kassel: Univ. Kassel (Diss. 2013) (ISBN 978-3-658-05644-5/pbk; 978-3-658-05645-2/ebook). xv, 244~p. (2014).
Classification: B50 D20 A70
7
Teacher’s professional knowledge in competency-oriented mathematics education: advanced teacher training on formative assessment. (Professionswissen von Lehrkräften in einem kompetenzorientierten Mathematikunterricht: Lehrerfortbildungen zum formativen Assessment.) (German)
Bausch, Isabell (ed.) et al., Unterrichtsentwicklung und Kompetenzorientierung. Festschrift für Regina Bruder. Münster: WTM-Verlag (ISBN 978-3-942197-12-0/pbk). Festschriften der Mathematikdidaktik 1, 209-219 (2013).
Classification: B50 D39 D60
8
Formative assessment in everyday teaching of mathematical modelling: implementation of written and oral feedback to competency-oriented tasks. (English)
Stillman, Gloria Ann (ed.) et al., Teaching mathematical modelling. Connecting to research and practice. Dordrecht: Springer (ISBN 978-94-007-6539-9/hbk; 978-94-007-6540-5/ebook). International Perspectives on the Teaching and Learning of Mathematical Modelling, 469-478 (2013).
Classification: M13 M53 D63
9
Mathematics teachers’ domain-specific professional knowledge: conceptualization and test construction in COACTIV. (English)
Kunter, Mareike (ed.) et al., Cognitive activation in the mathematics classroom and professional competence of teachers. Results from the COACTIV Project. New York, NY: Springer (ISBN 978-1-4614-5148-8/hbk; 978-1-4614-5149-5/ebook). Mathematics Teacher Education 8, 147-174 (2013).
Classification: D69 C49 B50 D20
10
From performance to learning stimulation. Experience with formative assessment. (Von der Leistung zur Lernanregung. Erfahrungen mit der formativen Beurteilung.) (German)
Math. Lehren, No. 170, 41-46 (2012).
Classification: D63 G43 C73
11
Conceptualization and test construction for the subject content knowledge of mathematics teachers. (Konzeptualisierung und Testkonstruktion zum fachbezogenen Professionswissen von Mathematiklehrkräften.) (German)
Kunter, Mareike (ed.) et al., Professionelle Kompetenz von Lehrkräften. Ergebnisse des Forschungsprogramms COACTIV. Münster: Waxmann (ISBN 978-3-8309-2433-3/pbk). 135-161 (2011).
Classification: B50 D20 D69
12
Feedback focusing on mathematical competencies: Developing and empirical testing of task-based feedback referring to students’ solution processes. (Kompetenzorientiertes Feedback im Mathematikunterricht: Entwicklung und empirische Erprobung prozessbezogener, aufgabenbasierter Rückmeldesituationen.) (German. English summary)
Empir. Pädagog. 24, No. 4, 404-432 (2010).
Classification: D60 C40 D20
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