Result **1** to **16** of **16** total

Investigating the representational fluency of pre-service mathematics teachers in a modelling process. (English)

Int. J. Sci. Math. Educ. 13, No. 3, 631-656 (2015).

1

Is eliminating the sign confusion of integral possible? The case of CAS supported teaching. (English)

Nicol, Cynthia (ed.) et al., Proceedings of the 38th conference of the International Group for the Psychology of Mathematics Education “Mathematics education at the edge", PME 38 held jointly with the 36th conference of PME-NA, Vancouver, Canada, July 15‒20, 2014, Vol. 5. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-365-4/v.5). 153-160 (2014).

2

What shapes representation preferences: teaching environment versus thinking types? (English)

Teach. Math. Appl. 33, No. 2, 122-134 (2014).

3

Investigation of primary mathematics student teachers’ concept images: cylinder and cone. (English)

Int. J. Math. Educ. Sci. Technol. 45, No. 4, 566-588 (2014).

4

An investigation of students’ concept images and integration approaches to definite integral: computer algebra system versus traditional environments. (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. 4. Kiel: IPN‒Leibniz Institute for Science and Mathematics Education at the University of Kiel (ISBN 978-3-89088-290-1). 201-208 (2013).

5

An analysis of pre-service mathematics teachers’ performance in modelling tasks in terms of spatial visualisation ability. (English)

Res. Math. Educ. 14, No. 3, 297-298 (2012).

6

The relationship between students’ mathematical thinking types and representation preferences in definite integral problems. (English)

Res. Math. Educ. 14, No. 3, 295-296 (2012).

7

May mathematical thinking type be a reason to decide what representations to use in definite integral problems? (English)

Smith, C. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 32, No. 2. Proceedings of the day conference, University of Sussex, UK, June 9, 2012. London: British Society for Research into Learning Mathematics (BSRLM). 76-81 (2012).

8

The influence of teacher candidates’ spatial visualization ability on the use of multiple representations in problem solving of definite integrals: a qualitative analysis. (English)

Res. Math. Educ. 13, No. 1, 93-94 (2011).

9

An analysis of pre-service mathematics teachers’ performance in modelling tasks in terms of spatial visualisation ability. (English)

Smith, C. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol.31, No. 3. Proceedings of the day conference, Oxford, UK, November 2011. London: British Society for Research into Learning Mathematics (BSRLM). 149-154 (2011).

10

The investigation of the relationship between calculus students’ cognitive process types and representation preferences in definite integral problems. (English)

Smith, C. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol.31, No. 3. Proceedings of the day conference, Oxford, UK, November 2011. London: British Society for Research into Learning Mathematics (BSRLM). 137-142 (2011).

11

The influence of teacher candidates’ spatial visualization ability on the use of multiple representations in problem solving of definite integrals: A qualitative analysis. (English)

Joubert, M. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 30, No. 2. Proceedings of the day conference, University of Nottingham, UK, June 19, 2010 and the New Researchers’ day held at the University of Leicester, UK, June 18, 2010. London: British Society for Research into Learning Mathematics (BSRLM). 53-58 (2010).

12

Investigating the relation between secondary school students\rq achievement in forming and solving equations. (English)

J. Korea Soc. Math. Educ. Ser. D 13, No. 2, 171-180 (2009).

13

Investigating forms of understandings in the context of trigonometry. (English)

J. Korea Soc. Math. Educ. Ser. D 13, No. 2, 151-170 (2009).

14

Reflections in peer evaluation: Is the attended teacher training program the implemented training program? (English)

J. Korea Soc. Math. Educ. Ser. D 13, No. 2, 141-150 (2009).

15

Implications of a comparative study for mathematics education in the English education system. (English)

Teach. Math. Appl. 25, No. 2, 64-72 (2006).

16

Result **1** to **16** of **16** total