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Modelling in French and Spanish syllabus of secondary education. (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). 1845-1854 (2013).
Classification: M10 D30 B70
1
Conceptions of proof ‒ in research and teaching. (English)
Hanna, Gila (ed.) et al., Proof and proving in mathematics education. The 19th ICMI study. Berlin: Springer (ISBN 978-94-007-2128-9/hbk; 978-94-007-2129-6/ebook). New ICMI Study Series 15, 169-190 (2012).
Classification: E50 C20 C30 E20
2
Modelling at primary school through a French-German comparison of curricula and textbooks. (English)
Kaiser, G. (ed.) et al., Trends in teaching and learning of mathematical modelling. Proceedings of the 14th international conference on the teaching of mathematical modelling and applications, ICTMA, Hamburg, Germany, July 27‒31, 2009. Berlin: Springer (ISBN 978-94-007-0909-6/hbk; 978-94-007-0910-2/ebook). International Perspectives on the Teaching and Learning of Mathematical Modelling 1, 559-568 (2011).
Classification: M12 U22 D32
3
Enseigner la modélisation dans un contexte européen. (French)
Bull. APMEP, No. 477, 502-506 (2008).
4
L’évaluation des compétences mathématiques dans l’enseignement secondaire obligatoire en espagne. (French)
Bull. APMEP, No. 478, 613-622 (2008).
5
Argumentation or demonstration: Continuity or didactic interruption? Effects of a double transposition. (Argumenter ou démontrer: continuité ou rupture didactique? Les effets d’une double transposition.) (French)
Ann. Didact. Sci. Cogn. 9, 153-174 (2004).
Classification: E50 D20
6
Teaching mathematical proof: Teaching what? Why? To whom? How? Elements of answers to the investigation of teaching programmes for lower secondary in France and in Baden-Württemberg. (Enseigner la démonstration en mathématiques, c’est quoi? pourquoi? pour qui? comment? Éléments de réponses à partir de l’étude des programmes des premières années de l’enseignement secondaire en France et en Baden-Württemberg.) (French)
Bull. APMEP, No. 449, 757-770 (2003).
Classification: E53 D33
7
Why proving? A German example on areas and volumes for introducing the process of proving and explication. (Pourquoi démontrer? Un exemple allemand sur les aires et les volumes pour entrer dans le processus de preuve et d’explications.) (French)
Repères IREM, No. 47, 17-39 (2002).
Classification: E53 E54 G43 G44
8
The Oulipo group: mathematics and literature. (Les rats qui ont à construire le labyrinthe dont ils se proposent de sortir.) (French)
Ouvert, No. 103, 47-56 (2001).
Classification: M80
9
Why proving: an example from Germany. (Pourquoi démontrer? Un exemple allemand.) (French)
Ouvert, No. 99, 10-25 (2000).
Classification: E53
10
Mathematics in a German grammar school. (Mathématiques dans un lycée allemand.) (French)
Ouvert, No. 91, 17-26 (1998).
Classification: D13
11
Mathematics in situations of exchange with foreign classes. Statistical investigation of pupils during a trip abroad. The modelling of a fishfarm in letters. (Mathématiques dans des situations d’échanges avec des classes étrangères. Enquête statistique conduite par des élèves lors d’un voyage a l’étranger. Une expérience déchange à distance sur la modélisation d’une pisciculture.) (French)
Ouvert, No. 88, 11-25 (1997).
Classification: B64
12
Education in High Schools. (Enseignement au collège.) (French)
Ouvert, No. 80, 41-43 (1995).
Classification: D33
13
Mathematics education in Denmark. (Enseignement des mathématiques au Danemark.) (French)
Ouvert, No. 77, 1-22 (1994).
Classification: D14
14
The mathematical instruction in the Federal Republic of Germany. L’enseignement des mathematiques en Republique Federale d’Allemagne. Der Mathematikunterricht in der Bundesrepublik Deutschland. (French)
Bull. A.P.M.E.P. (Feb 1988) v. 67(362) p. 51-64. [ISSN 0240-5709]
Classification: D20 B20
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