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Problem solving and the use of digital technologies within the mathematical working space framework. (English)
ZDM, Math. Educ. 48, No. 6, 827-842 (2016).
Classification: D50 U70 C70 D40
1
Representations of a mathematical model as a means of analysing growth phenomena. (English)
J. Math. Behav. 42, 109-126 (2016).
Classification: U75 I75 I25 M55
2
Research on the teaching and learning of the concept of integral. (Investigaciones sobre la enseñanza y el aprendizaje del concepto de integral.) (Spanish)
Azcárate, Carmen (ed.) et al., Didáctica del análisis matemático: una revisión de las investigaciones sobre su enseñanza y aprendizaje en el contexto de la SEIEM. Periodo 1997‒2014. La Laguna: Universidad de La Laguna, Servicio de Publicaciones (ISBN 978-84-15939-38-2/pbk). Materiales Didácticos Universitarios; Serie Matemáticas 1, 121-135 (2015).
Classification: I50 C30
3
The mathematical thinking as conceptual framework. (El pensamiento matemático como marco de referencia.) (Spanish)
Azcárate, Carmen (ed.) et al., Didáctica del análisis matemático: una revisión de las investigaciones sobre su enseñanza y aprendizaje en el contexto de la SEIEM. Periodo 1997‒2014. La Laguna: Universidad de La Laguna, Servicio de Publicaciones (ISBN 978-84-15939-38-2/pbk). Materiales Didácticos Universitarios; Serie Matemáticas 1, 17-30 (2015).
Classification: C30
4
Identifying and exploring relationships between contextual situations and ordinary differential equations. (English)
Int. J. Math. Educ. Sci. Technol. 46, No. 8, 1077-1095 (2015).
Classification: I75
5
Didactics of mathematical analysis: a review of research on teaching and learning in the context of the SEIEM. 1997‒2014. (Didáctica del análisis matemático: una revisión de las investigaciones sobre su enseñanza y aprendizaje en el contexto de la SEIEM. Periodo 1997‒2014.) (Spanish)
Materiales Didácticos Universitarios; Serie Matemáticas 1. La Laguna: Universidad de La Laguna, Servicio de Publicaciones (ISBN 978-84-15939-38-2/pbk). 248~p. (2015).
Classification: A60 I10 D10
6
University students’ understanding of tasks involving ways to approximate definite integrals. (English)
Far East J. Math. Educ. 13, No. 2, 91-115 (2014).
Classification: D75 I55 U75
7
Using dynamic software to foster prospective teachers’ problem solving inquiry. (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). 2714-2723 (2013).
Classification: U79 D59 D39
8
Framing the use of computational technology in problem solving approaches. (English)
Math. Enthus. 10, No. 1-2, 279-302 (2013).
Classification: D50 G40 G70 U70
9
Problem solving, technology and understanding of the concept of the definite integral. A research with first-year engineering students. (La resolución de problemas, tecnología y comprensión del concepto de integral definida. Una investigación con estudiantes de ingeniería.) (Spanish. English summary)
Uno 19, No. 63, 50-68 (2013).
Classification: I55 U75 D55
10
An exploration of students’ conceptual knowledge built in a first ordinary differential equations course. II. (English)
Teach. Math. 15, No. 2, 63-84 (2012).
Classification: I75 C35
11
An exploration of students’ conceptual knowledge built in a first ordinary differential equations course. I. (English)
Teach. Math. 15, No. 1, 1-20 (2012).
Classification: I75 C35
12
The concept of the derivative of a function in the first year of university. (La concepción de derivada de una función en primer curso de universidad.) (Spanish. English summary)
Form. Profr. Investig. Educ. Mat. 10, 43-66 (2010).
Classification: I75 I45 I55 D45
13
Students’ use of {\it Derive} software in comprehending and making sense of definite integral and area concepts. (English)
Hitt, Fernando (ed.) et al., Research in collegiate mathematics education. VII. Providence, RI: American Mathematical Society (AMS); Washington, DC: Mathematical Association of America (MAA) (ISBN 978-0-8218-4996-5/pbk). CBMS Issues in Mathematics Education 16, 29-61 (2010).
Classification: I55 R25 C75
14
Mathematical thinking, conceptual frameworks: a review of structures for analyzing problem-solving protocols. (English)
Far East J. Math. Educ. 4, No. 2, 93-115 (2010).
Classification: D50 C30 D40
15
Towards the construction of a framework to deal with routine problems to foster mathematical inquiry. (English)
PRIMUS, Probl. Resour. Issues Math. Undergrad. Stud. 19, No. 3, 260-279 (2009).
Classification: D55
16
CAS (computer algebra systems) and dynamic geometry software. An application example. (CAS (computer algebra systems) y software de geometría dinámica. Un ejemplo de aplicación.) (Spanish. English summary)
Form. Profr. Investig. Educ. Mat. 8, 9-27 (2007).
Classification: U50 G10
17
Solving a maxima and minima problem with the Voyage 200 symbolic calculator. (Resolviendo un problema de máximos y mínimos utilizando la calculadora simbólica Voyage 200: un estudio de casos.) (Spanish. English summary)
Form. Profr. Investig. Educ. Mat. 7, 141-157 (2005).
Classification: U75 I45
18
A general framework for the performance analysis of calculus’ students in an ICT environment. (Un marco general para el análisis de la actuación de los estudiantes de cálculo en un ambiente computacional.) (Spanish. English summary)
Form. Profr. Investig. Educ. Mat. 7, 101-126 (2005).
Classification: U75 I45 I55
19
An analysis of students’ responses to a questionnaire on ordinary differential equations. (Análisis de las respuestas de estudiantes universitarios a un cuestionario sobre el concepto de ecuación diferencial ordinaria.) (Spanish. English summary)
Form. Profr. Investig. Educ. Mat. 7, 127-140 (2005).
Classification: I75 D65 C35
20
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