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Result 1 to 9 of 9 total

Assessment of teacher knowledge across countries: a review of the state of research. (English)
Blömeke, Sigrid (ed.) et al., International perspectives on teacher knowledge, beliefs and opportunities to learn. TEDS-M results. Dordrecht: Springer (ISBN 978-94-007-6436-1/hbk; 978-94-007-6437-8/ebook). Advances in Mathematics Education, 541-585 (2014).
Classification: D20 D69
1
Erratum to: “A validation study of the use of mathematical knowledge for teaching measures in Ireland". (English)
ZDM, Int. J. Math. Educ. 44, No. 3, 443 (2012).
Classification: B50 D69 C60
2
A validation study of the use of mathematical knowledge for teaching measures in Ireland. (English)
ZDM, Int. J. Math. Educ. 44, No. 3, 427-441 (2012); erratum ibid. 44, No. 3, 427‒441 (2012).
Classification: B50 D69 C60
3
Assessment of teacher knowledge across countries: a review of the state of research. (English)
ZDM, Int. J. Math. Educ. 44, No. 3, 223-247 (2012).
Classification: B50 D69
4
The cultural dimension of teachers’ mathematical knowledge. (English)
Rowland, Tim (ed.) et al., Mathematical knowledge in teaching. Berlin: Springer (ISBN 978-90-481-9765-1/hbk; 978-90-481-9766-8/ebook). Mathematics Education Library 50, 179-191 (2011).
Classification: C60 D29
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
“Mathematical knowledge for teaching”: Adapting U.S. Measures for use in Ireland. (English)
J. Math. Teach. Educ. 11, No. 3, 171-197 (2008).
Classification: B52 C79
8
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
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