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A collection of problem-posing experiences for prospective mathematics teachers that make a difference. (English)
Singer, Florence Mihaela (ed.) et al., Mathematical problem posing. From research to effective practice. New York, NY: Springer (ISBN 978-1-4614-6257-6/hbk; 978-1-4614-6258-3/ebook). Research in Mathematics Education, 493-511 (2014).
Classification: D59 D39
1
Classroom photographs: reframing what and how we notice. (English)
Teach. Child. Math. 20, No. 9, 564-572 (2014).
Classification: D49 D39 U89 C70
2
Smarter together! Collaboration and equity in the elementary math classroom. (English)
Reston, VA: National Council of Teachers of Mathematics (NCTM) (ISBN 978-0-87353-656-1/pbk; 978-0-87353-820-6/ebook). 147~p. (2011).
Classification: C70 C60 D40
3
Imagining mathematics teaching practice: prospective teachers generate representations of a class discussion. (English)
ZDM, Int. J. Math. Educ. 43, No. 1, 119-131 (2011).
Classification: C50 C70 D20 B52
4
Prospective teachers’ reasoning and response to a student’s non-traditional strategy when dividing fractions. (English)
J. Math. Teach. Educ. 12, No. 4, 235-261 (2009).
Classification: F40 C30 C20 B52 B53
5
What makes a problem mathematically interesting? Inviting prospective teachers to pose better problems. (English)
J. Math. Teach. Educ. 11, No. 5, 395-415 (2008).
Classification: B52 D52
6
To draw or not to draw: Exploring children’s drawings for solving mathematics problems. (English)
Teach. Child. Math. 14, No. 2, 118-125 (2007).
Classification: D52 D72
7
Learning mathematics in dynamic computer environments. (English)
Teach. Child. Math. 12, No. 9, 437-444 (2006).
Classification: U72
8
What makes a good problem? An aesthetic lens. (English)
Novotná, Jarmila (ed.) et al., Mathematics in the centre. Proceedings of the 30th annual conference of the International Group for the Psychology of Mathematics Education, PME, Prague, Czech Republic, July 16‒21, 2006. Vol. 1-5. Prague: Charles University, Faculty of Education. Part 5, 129-136 (2006).
Classification: D50 B50
9
Challenging preservice teachers’ mathematical understanding: the case of division by zero. (English)
Sch. Sci. Math. 106, No. 2, 84 (2006).
Classification: B52 F49 H49 C49
10
Elementary teacher talk in mathematics study groups. (English)
Educ. Stud. Math. 63, No. 1, 29-56 (2006).
Classification: C59
11
Learning to teach with mathematics textbooks: how preservice teachers interpret and use curriculum materials. (English)
Educ. Stud. Math. 62, No. 3, 331-355 (2006).
Classification: B52
12
Exploring mathematics in imaginative places: rethinking what counts as meaningful contexts for learning mathematics. (English)
Sch. Sci. Math. 105, No. 5, 240 (2005).
Classification: C20 D50 D40 C70
13
Nothing “basic” about basic facts: exploring addition facts with fourth graders. (English)
Teach. Child. Math. 12, No. 2, 60-67 (2005).
Classification: F32 D72
14
Learning to see in mathematics classrooms. (English)
Johnsen Høines, Marit (ed.) et al., Proceedings of the 28th international conference of the International Group for the Psychology of Mathematics Education, PME 28, Bergen, Norway, July 14‒18, 2004. Bergen: Bergen University College. Part III, 417-424 (2004).
Classification: B50 D40 A69
15
Using math pen-pal letters to promote mathematical communication. (English)
Teach. Child. Math. 10, No. 1, 34-39 (2003).
Classification: D40 C50 C70
16
Learning in and from practice: Pre-service teachers investigate their mathematics teaching. (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. 3. ,. 373-380 (2003).
Classification: B52
17
Learning to investigate students’ mathematical thinking: The role of student interviews. (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. 1-4. ,. 261-267 (2003).
Classification: C79 B50
18
Learning to pose mathematical problems: Exploring changes in preservice teachers’ practices. (English)
Educ. Stud. Math. 52, No. 3, 243-270 (2003).
Classification: D59
19
Seeing more than right and wrong answers: prospective teachers’ interpretations of students’ mathematical work. (English)
J. Math. Teach. Educ. 3, No. 2, 155-181 (2000).
Classification: C70
20
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