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Result 1 to 12 of 12 total

ICME international survey on teachers working and learning through collaboration: June 2016. (English)
ZDM, Math. Educ. 48, No. 5, 651-690 (2016).
Classification: D49 B50
1
Meta-didactical transposition: a theoretical model for teacher education programmes. (English)
Clark-Wilson, Alison (ed.) et al., The mathematics teacher in the digital era. An international perspective on technology focused professional development. Dordrecht: Springer (ISBN 978-94-007-4637-4/hbk; 978-94-007-4638-1/ebook). Mathematics Education in the Digital Era 2, 347-372 (2014).
Classification: D20 B50 D39
2
A theoretical construct to analyze the teacher’s role during introducing activities to algebraic modelling. (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). 3015-3024 (2013).
Classification: C70 C20 H20 H30 D40
3
Theoretical issues and educational strategies for encouraging teachers to promote a linguistic and metacognitive approach to early algebra. (English)
Cai, Jinfa (ed.) et al., Early algebraization. A global dialogue from multiple perspectives. Berlin: Springer (ISBN 978-3-642-17734-7/hbk; 978-3-642-17735-4/ebook). Advances in Mathematics Education, 483-510 (2011).
Classification: H20 D20 B50
4
An experimental approach in teaching the principle of mathematical induction. (Un approccio sperimentale all’insegnamento del principio di induzione matematica.) (Italian. English summary)
Educ. Mat. (Cagliari) 31, No. 1, 15-27 (2010).
Classification: E54 C74
5
Analyzing the effects of a linguistic approach to the teaching of algebra: students tell “stories of development" revealing new competencies and conceptions. (English)
Paditz, Ludwig (ed.) et al., Proceedings of the 10th international conference “Models in Developing Mathematics Education”, Dresden, Saxony, Germany, September 11‒17, 2009. Dresden: Hochschule für Technik und Wirtschaft (ISBN 83-919465-9-2). 124-128 (2009).
Classification: H23 E43 D43 C23
6
The role of the teacher in the approach to proof in elementary number theory. (Il ruolo dell’insegnante nell’approccio alla dimostrazione in ambito aritmetico.) (Italian. English summary)
Educ. Mat. (Cagliari) 30, No. 3, 5-23 (2009).
Classification: E54 F64 E44 D24 C74
7
Improving awareness about the meaning of the principle of mathematical induction. (English. Spanish summary)
PNA 4, No. 1, 15-22 (2009).
Classification: E59 B50
8
Confronting future teachers with proof activities: games of interpretation, anticipatory thought and coordination between verbal and algebraic language. (Futuri insegnanti di fronte a problemi dimostrativi: Giochi di interpretazione, pensieri anticipatori e coordinamento tra linguaggio verbale ed algebrico.) (Italian. English summary)
Educ. Mat. (Cagliari) 29, No. 2, 7-23 (2008).
Classification: E59 F69 C39 D29
9
Approaching early algebra: teachers’ educational processes and classroom experiences. (English. Portuguese summary)
Quadrante 16, No. 1, 57-80 (2007).
Classification: H32 F32 D32
10
Is remedial teaching really possible in a traditional setting? Case studies of an experience in the last years of High School. (E’ effettivamente possibile recuperare in matematica con le modalità correnti? Analisi di casi da una esperienza negli ultimi anni della Scuola Secondaria Superiore.) (Italian. English summary)
Insegn. Mat. Sci. Integr. 30B, No. 2, 111-142 (2007).
Classification: D44 D74
11
Students beliefs about mathematics; results of a survey among high school students. (La matematica nelle concezioni di studenti del liceo scientifico: risultati di un’indagine in alcune classi.) (Italian. English summary)
Mat. Didatt., No. 4, 451-480 (2005).
Classification: C24
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