Result **1** to **20** of **24** total

Research on teaching and learning mathematics at the tertiary level. State-of-the-art and looking ahead. (English)

ICME-13 Topical Surveys. Berlin: Springer (ISBN 978-3-319-41813-1/pbk; 978-3-319-41814-8/ebook). vii, 32~p. open access (2016).

1

The CAPTeaM project (Challenging Ableist Perspectives on the Teaching of Mathematics): a preliminary report. (English)

Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 35, No. 2. Proceedings of the day conference, Durham University, UK, June 6, 2015. London: British Society for Research into Learning Mathematics (BSRLM). 52-57 (2015).

2

Balancing classroom management with mathematical learning: using practice-based task design in mathematics teacher education. (English)

Math. Teach. Educ. Dev. 17, No. 2, 182-198 (2015).

3

Transforming trainee’s aspirational thinking into solid practice. (English)

Math. Teach. (Derby) 246, 36-40 (2015).

4

Improving statistical skills through students’ participation in the development of resources. (English)

Int. J. Math. Educ. Sci. Technol. 46, No. 2, 163-186 (2015).

5

What makes a claim an acceptable mathematical argument in the secondary classroom? A preliminary analysis of teachers’ warrants in the context of an algebra task. (English)

Pope, Sue (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Proceedings of the British congress of mathematics education, BCME-8, University of Nottingham, UK, April 14‒17, 2014. London: British Society for Research into Learning Mathematics (BSRLM). 247-254 (2014).

6

What are prospective teachers’ considerations regarding their intended practice when management interferes with mathematical learning? (English)

Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 34, No. 2. Proceedings of the day conference, University of Southampton, UK, June 14, 2014. London: British Society for Research into Learning Mathematics (BSRLM). 13-18 (2014).

7

Characteristics of university mathematics teaching: use of generic examples in tutoring. (English)

Liljedahl, Peter (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. 4. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-364-7/v.4). 161-168 (2014).

8

Communities in university mathematics. (English)

Res. Math. Educ. 16, No. 2, 161-176 (2014).

9

Institutional, sociocultural and discursive approaches to research in university mathematics education. (English)

Res. Math. Educ. 16, No. 2, 91-94 (2014).

10

Teaching statistics to engineering students: the experience of a newly appointed lecturer. (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). 2306-2315 (2013).

11

Integrating technology into teaching: new challenges for the classroom mathematical meaning construction. (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). 3175-3184 (2013).

12

Using multi-stage tasks in mathematics education: raising awareness, revealing intended practice. (English)

Lindmeier, Anke M. (ed.) et al., Proceedings of the 37th conference of the International Group for the Psychology of Mathematics Education “Mathematics learning across the life span", PME 37, Kiel, Germany, July 28‒August 2, 2013. Vol. 4. Kiel: IPN‒Leibniz Institute for Science and Mathematics Education at the University of Kiel (ISBN 978-3-89088-290-1). 417-424 (2013).

13

‘Warrant’ revisited: integrating mathematics teachers’ pedagogical and epistemological considerations into Toulmin’s model for argumentation. (English)

Educ. Stud. Math. 79, No. 2, 157-173 (2012).

14

Students’ evolving meaning about tangent line with the mediation of a dynamic geometry environment and an instructional example space. (English)

Technol. Knowl. Learn. 16, No. 2, 125-151 (2011).

15

Conceptually driven and visually rich tasks in texts and teaching practice: the case of infinite series. (English)

Int. J. Math. Educ. Sci. Technol. 42, No. 5, 565-589 (2011).

16

First year mathematics undergraduates’ settled images of tangent line. (English)

J. Math. Behav. 29, No. 4, 218-229 (2010).

17

Teacher beliefs and the didactic contract on visualisation. (English)

Learn. Math. 29, No. 3, 31-36 (2009).

18

Introducing the concept of infinite sum: preliminary analyses of curriculum content. (English)

Joubert, M. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 28, No.3. Proceedings of the day conference held at Kings College London, UK, November 15, 2008. London: British Society for Research into Learning Mathematics (BSRLM). 84-89 (2008).

19

Student perspectives on the relationship between a curve and its tangent in the transition from Euclidean geometry to analysis. (English)

Res. Math. Educ. 10, No. 1, 53-70 (2008).

20

Result **1** to **20** of **24** total