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Result 1 to 20 of 24 total

Reconsidering the contribution of teacher knowledge to student learning: linear or curvilinear effects? (English)
Teach. Teach. Educ. 57, 125-138 (2016).
Classification: C39 C49 C70 F40
1
Working at the intersection of teacher knowledge, teacher beliefs, and teaching practice: a multiple-case study. (English)
J. Math. Teach. Educ. 18, No. 5, 427-445 (2015).
Classification: C29 C39 C70 D39
2
The impact of school policy and stakeholders’ actions on student learning: a longitudinal study. (English)
Learn. Instr. 36, 113-124 (2015).
Classification: D40 D30 C30 C70 B20
3
Examining the task and knowledge demands needed to teach with representations. (English)
J. Math. Teach. Educ. 17, No. 1, 37-60 (2014).
Classification: D30 D40 F40 D50
4
Prospective teachers’ learning to provide instructional explanations: how does it look and what might it take? (English)
J. Math. Teach. Educ. 14, No. 6, 441-463 (2011).
Classification: B50 C70
5
A comparative analysis of the addition and subtraction of fractions in textbooks from three countries. (English)
Math. Think. Learn. 12, No. 2, 117-151 (2010).
Classification: U22 U23
7
Teachers’ concerns and efficacy beliefs about implementing a mathematics curriculum reform: Integrating two lines of inquiry. (English)
Educ. Stud. Math. 75, No. 1, 1-21 (2010).
Classification: C29 D32 D52 B52
8
Exploring the curriculum implementation plateau. (English)
Remillard, Janine T. (ed.) et al., Mathematics teachers at work. Connecting curriculum materials and classroom instruction. London: Routledge (ISBN 978-0-415-99010-3/hbk; 978-0-415-89936-9/pbk; 978-0-203-88464-5/ebook). Studies in Mathematical Thinking and Learning Series, 245-265 (2009).
Classification: D30 D40 B70
9
Using the history of mathematics to induce changes in preservice teachers’ beliefs and attitudes: Insights from evaluating a teacher education program. (English)
Educ. Stud. Math. 71, No. 2, 161-180 (2009).
Classification: C29 B52 B53 A39 D39
10
Mathematical knowledge for teaching and the mathematical quality of instruction: an exploratory study. (English)
Cogn. Instr. 26, No. 4, 430-511 (2008).
Classification: B50 C70
11
Tracing the development of preservice teachers’ efficacy beliefs in teaching mathematics during fieldwork. (English)
Educ. Stud. Math. 67, No. 2, 125-142 (2008).
Classification: C29 B50
12
The treatment of addition and subtraction of fractions in Cypriot, Irish, and Taiwanese textbooks. (English)
Woo, Jeong-Ho (ed.) et al., Proceedings of the 31st annual conference of the International Group for the Psychology of Mathematics Education, PME, Seoul, Korea, July 8‒13, 2007. Vol. 1-4. Seoul: The Korea Society of Educational Studies in Mathematics. Part 2, 193-200 (2007).
Classification: F43 U23 A63
13
Developing and testing a scale for measuring students’ understanding of fractions. (English)
Woo, Jeong-Ho (ed.) et al., Proceedings of the 31st annual conference of the International Group for the Psychology of Mathematics Education, PME, Seoul, Korea, July 8‒13, 2007. Vol. 1-4. Seoul: The Korea Society of Educational Studies in Mathematics. Part 2, 105-112 (2007).
Classification: F43 D63 A63
14
Where is the mathematics? examining teachers’ mathematical learning opportunities in practice-based professional learning tasks. (English)
J. Math. Teach. Educ. 10, No. 4-6, Special issue: The Nature and Role of Tasks in Mathematics Teachers’ Education, 261-277 (2007).
Classification: B53 D53
15
Drawing on a theoretical model to study students’ understandings of fractions. (English)
Educ. Stud. Math. 64, No. 3, 293-316 (2007).
Classification: F43 D63 C43
16
Revisiting a theoretical model on fractions: Implications for teaching and research. (English)
Chick, H. L. (ed.) et al., Proceedings of the 29th annual conference of the International Group for the Psychology of Mathematics Education, PME 29, Melbourne, Australia, July 10‒15, 2005. Vol 1-4. Melbourne: University of Melbourne, Dep. of Science and Mathematics Education. Part II, 233-240 (2005).
Classification: F43 D63 C43 A63
17
Disentangling mentors’ role in the development of prospective teachers’ efficacy beliefs in teaching mathematics. (English)
Chick, H. L. (ed.) et al., Proceedings of the 29th annual conference of the International Group for the Psychology of Mathematics Education, PME 29, Melbourne, Australia, July 10‒15, 2005. Vol 1-4. Melbourne: University of Melbourne, Dep. of Science and Mathematics Education. Part IV, 73-80 (2005).
Classification: B52 C29 A69
18
Moving from rhetoric to praxis: issues faced by teachers in having students consider multiple solutions for problems in the mathematics classroom. (English)
J. Math. Behav. 24, No. 3-4, 287-301 (2005).
Classification: D53 B50
19
The development of student teachers’ efficacy beliefs in mathematics during practicum. (English)
Pateman, Neil A. et al., Proceedings of the 27th Conference of the International Group for the Psychology of Mathematics Education held jointly with the 25th Conference of PME-NA. Vol. 4. ,. 7-14 (2003).
Classification: C29
20
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