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Result 1 to 15 of 15 total

Developing preservice elementary teachers’ specialized content knowledge: the case of associative property. (English)
Int. J. STEM Educ. 3, No. 1, Paper No. 9, 19 p., electronic only (2016).
Classification: D39 C39
1
Opportunities to learn: inverse relations in U.S. and Chinese textbooks. (English)
Math. Think. Learn. 18, No. 1, 45-68 (2016).
Classification: U20
2
Transition from concrete to abstract representations: the distributive property in a Chinese textbook series. (English)
Educ. Stud. Math. 87, No. 1, 103-121 (2014).
Classification: U20 F30 H20
3
Facilitating and direct guidance in student-centered classrooms: addressing “lines or pieces" difficulty. (English)
Math. Educ. Res. J. 26, No. 2, 353-376 (2014).
Classification: D70 F40
4
How do exemplary Chinese and U.S. mathematics teachers view instructional coherence? (English)
Educ. Stud. Math. 85, No. 2, 265-280 (2014).
Classification: C29 D49
5
Knowing and understanding instructional mathematics content through intensive studies of textbooks. (English)
Li, Yeping (ed.) et al., How Chinese teach mathematics and improve teaching. London: Routledge (ISBN 978-0-415-89500-2/hbk; 978-0-415-89601-6/pbk; 978-0-203-11011-9/ebook). Studies in Mathematical Thinking and Learning Series, 66-82 (2013).
Classification: D39 D49
6
Preservice elementary teachers’ knowledge for teaching the associative property of multiplication: a preliminary analysis. (English)
J. Math. Behav. 32, No. 1, 36-52 (2013).
Classification: F39 C49 C39
7
Teaching middle level students to generalize: from implicit to explicit. (English)
Investig. Math. Learn. 5, No. 2, 14-43 (2012).
Classification: D50 C70 B50 A20 F30
8
A case study of teacher responses to a doubling error and difficulty in learning equivalent fractions. (English)
Investig. Math. Learn. 4, No. 2, 42-73 (2011).
Classification: F40 D70 D40
9
Common mathematical errors of pre-service elementary school teachers in an undergraduate course. (English)
Math. Comput. Educ. 45, No. 3, 186-196 (2011).
Classification: B50 D79
10
A comparative analysis of the distributive property in U.S. and Chinese elementary mathematics textbooks. (English)
Cogn. Instr. 28, No. 2, 146-180 (2010).
Classification: H20 D10
11
Communications: Does class size reduction necessarily lead to improvement in student achievement? (English)
Learn. Math. 29, No. 1, 26-27 (2009).
Classification: B10 D40 C70
12
Sources of differences in children’s understandings of mathematical equality: Comparative analysis of teacher guides and student texts in China and the United States. (English)
Cogn. Instr. 26, No. 2, 195-217 (2008).
Classification: E40 C30 H30 U20
13
Investigations and research on Xinjiang Yili Area Kazakh and Uighur’ experimental classes in math teaching. (Chinese. English summary)
J. Math. Educ. (Tianjin) 16, No. 1, 58-62 (2007).
Classification: C63
14
Representational implications for understanding equivalence. (English)
Sch. Sci. Math. 107, No. 3, 86 (2007).
Classification: E43 D73
15
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Result 1 to 15 of 15 total

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