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Modern mathematics at the 1959 OEEC seminar at Royaumont. (English)
Bjarnadóttir, Kristín (ed.) et al., “Dig where you stand" 3. Proceedings of the third international conference on the history of mathematics education, Uppsala University, Sweden, September 25‒28, 2013. Uppsala: Uppsala University, Department of Education (ISBN 978-91-506-2444-1). 151-168 (2015).
Classification: A30 D30
1
Down with Euclide! New Math at the OECE seminar in Royaumont. (À bas Euclide! Mathématique moderne au séminaire OECE de Royaumont.) (French)
Losanges 30, 25-35 (2015).
Classification: A30 B70
2
Students’ understanding of proportional, inverse proportional, and affine functions: two studies on the role of external representations. (English)
Int. J. Sci. Math. Educ. 13, Suppl. 1, S47-S69 (2015).
Classification: I29 C39
3
Do students confuse dimensionality and “directionality"? (English)
J. Math. Behav. 36, 166-176 (2014).
Classification: E53 D73 G33
4
Willy Servais and the discussions about the mathematics curriculum reform of secondary education in the fifties. (Willy Servais et les débats autour d’une réforme des programmes de mathématiques pour l’enseignement secondaire dans les années 50.) (French)
Losanges, No. 23, 20-27 (2013).
Classification: A30
5
Does the confusion between dimensionality and “directionality" affect students’ tendency towards improper linear reasoning? (English)
Lindmeier, Anke M. (ed.) et al., Proceedings of the 37th conference of the International Group for the Psychology of Mathematics Education “Mathematics learning across the life span", PME 37, Kiel, Germany, July 28‒August 2, 2013. Vol. 2. Kiel: IPN‒Leibniz Institute for Science and Mathematics Education at the University of Kiel (ISBN 978-3-89088-288-8). 297-304 (2013).
Classification: D73 G33 E53
6
How students connect descriptions of real-world situations to mathematical models in different representational modes. (English)
Stillman, Gloria Ann (ed.) et al., Teaching mathematical modelling. Connecting to research and practice. Dordrecht: Springer (ISBN 978-94-007-6539-9/hbk; 978-94-007-6540-5/ebook). International Perspectives on the Teaching and Learning of Mathematical Modelling, 385-393 (2013).
Classification: M10 D70
7
How students understand aspects of linearity: searching for obstacles in representational flexibility. (English)
Tso, Tai-Yih (ed.), Proceedings of the 36th conference of the International Group for the Psychology of Mathematics Education “Opportunities to learn in mathematics education", PME 36, Taipei, Taiwan, July 18‒22, 2012, Vol. 4. Taipei: National Taiwan Normal University. 179-186 (2012).
Classification: I25 D75
8
Defining modern mathematics: Willy Servais (1913‒1979) and mathematical curriculum reform in Belgium. (English)
Bjarnadóttir, Kristín (ed.) et al., “Dig where you stand" 2. Proceedings of the second “International conference on the history of mathematics education", New University of Lisbon, Portugal, October 2‒5, 2011. Lisbon: UIED, Unidade de Investigação Educação e Desenvolvimento; Caparica: Universidade Nova de Lisboa, Faculdade de Ciência e Tecnologia (ISBN 978-989-97487-2-9/pbk). 485-505 (2012).
Classification: A30 D30
9
Seductive linearity. The behaviour of lengths, areas and volumes in enlargement and reduction processes. (Verführerische Linearität. Das Verhalten von Längen, Flächen und Volumen bei Vergrößerungs- und Verkleinerungsvorgängen.) (German)
PM Prax. Math. Sch. 54, No. 44, 9-14 (2012).
Classification: G30 G50 D70
10
Word problem classification: A promising modelling task at the elementary level. (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, 47-55 (2011).
Classification: M13 D53 F93
11
Concrete or abstract? (Concreet of abstract?) (Dutch)
Nieuwe Wiskrant 30, No. 3, 35-39 (2011).
Classification: D20 C70 Reviewer: Martin Winter (Vechta)
12
Abstract or concrete examples in learning mathematics? A replication and elaboration of Kaminski, Sloutsky, and Heckler’s study. (English)
J. Res. Math. Educ. 42, No. 2, 109-126 (2011).
Classification: D55 C75 C35
13
Linear reasoning in solving physics problems by students of secondary education. ((On)terecht lineair redeneren bij het oplossen van fysicavraagstukken door leerlingen van het secundair onderwijs.) (Dutch. English summary)
Tijdschr. Didact. $β$-Wet. 27, No. 1-2, 7-19 (2010).
Classification: D73 D74 C33 C34 M53 M54
14
From addition to multiplication $\dots$ and back: The development of students’ additive and multiplicative reasoning skills. (English)
Cogn. Instr. 28, No. 3, 360-381 (2010).
Classification: C30 F90 D70
15
Just answering$\dots $or thinking? contrasting pupils’ solutions and classifications of missing-value word problems. (English)
Math. Think. Learn. 12, No. 1, 20-35 (2010).
Classification: F93 I23 D53
16
The advantage of abstract examples in learning mathematics. Are Kaminski’s results really convincing? (Apprendre les mathématiques à partir d’exemples abstraits: les résultats de Kaminski sont-ils convaincants?) (French)
Losanges, No. 11, 46-56 (2010).
Classification: D45 C75 H45 D25
17
The Isis problem: From the ancient Egypt to the 21th century. (Le problème d’Isis: de l’Égypte antique au 21e siècle!) (French)
Losanges, No. 7, 15-23 (2010).
Classification: E50 D50 G40 G30
18
The Isis problem as an experimental probe and teaching resource. (English)
J. Math. Behav. 28, No. 4, 237-246 (2009).
Classification: G30 E50
19
Students’ overuse of proportionality on missing-value problems: how numbers may change solutions. (English)
J. Res. Math. Educ. 40, No. 2, 187-211 (2009).
Classification: F92 F93 D52 D53
20
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