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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).
Classification: M59 G49 D59 C49
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).
Classification: I50 U70 D70 E40
2
What shapes representation preferences: teaching environment versus thinking types? (English)
Teach. Math. Appl. 33, No. 2, 122-134 (2014).
Classification: C35 I55 D55 C75
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).
Classification: G29 G49
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).
Classification: I50 U70 C30
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).
Classification: M19 C39
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).
Classification: I55 C35 D55
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).
Classification: D55 I55 C35
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).
Classification: I59
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).
Classification: M19 C39 B50
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).
Classification: C35 I55
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).
Classification: I55 C75 C35
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).
Classification: H33 D53 D63 C33
13
Investigating forms of understandings in the context of trigonometry. (English)
J. Korea Soc. Math. Educ. Ser. D 13, No. 2, 151-170 (2009).
Classification: G60 C30 D50 D70
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).
Classification: C79 C29 D69
15
Implications of a comparative study for mathematics education in the English education system. (English)
Teach. Math. Appl. 25, No. 2, 64-72 (2006).
Classification: D20
16
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Result 1 to 16 of 16 total

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