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Representational flexibility and problem-solving ability in fraction and decimal number addition: a structural model. (English)
Int. J. Sci. Math. Educ. 14, Suppl. 2, S397-S417 (2016).
Classification: F40 D50
1
Exploring flexibility: The case of the numerical domain. (Explorer la flexibilité: le cas du domaine numérique.) (French. English summary)
Ann. Didact. Sci. Cogn., No. 16, 25-43 (2011).
Classification: D20 C30 F10
2
Tracing 10th and 11th graders approaches in function tasks. (English)
Acta Didact. Univ. Comen., Math., No. 10, 51-67 (2010).
Classification: I23 C33 D23
3
One way of assessing the understanding of a geometrical figure. (English)
Acta Didact. Univ. Comen., Math., No. 10, 35-50 (2010).
Classification: C30 G20 G30 D20
4
Understanding the addition of fractions in primary school: the role of multiple representation. (La comprensione dell’addizione di frazioni nella scuola primaria: il ruolo delle rappresentazioni multiple.) (Italian. English summary)
Mat. Didatt. 23, No. 3, 299-318 (2009).
Classification: F43 C33 D23
5
The structure of students’ beliefs about the use of representations and their performance on the learning of fractions. (English)
Educ. Psychol. 29, No. 6, 713-728 (2009).
Classification: C23 C33 F43
6
New trends in the research on mathematics education: A review of the studies presented in the 4th Mediterranean Conference on Mathematics Education. (English)
Mediterr. J. Res. Math. Educ. 4, No. 1, 121-141 (2005).
Classification: A60 D10
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