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Result 1 to 13 of 13 total

Why use multiple representations in the mathematics classroom? Views of English and German preservice teachers. (English)
Int. J. Sci. Math. Educ. 14, Suppl. 2, S363-S382 (2016).
Classification: C29 D40 C30
1
Teachers facing the dilemma of multiple representations being aid and obstacle for learning: evaluations of tasks and theme-specific noticing. (English. German summary)
J. Math.-Didakt. 36, No. 1, 23-44 (2015).
Classification: C29 C30 C70 D43 F43
2
PCK and the awareness of affective aspects reflected in teachers’ views about learning opportunities ‒ a conflict? (English)
Pepin, Birgit (ed.) et al., From beliefs to dynamic affect systems in mathematics education. Exploring a mosaic of relationships and interactions. Cham: Springer (ISBN 978-3-319-06807-7/hbk; 978-3-319-06808-4/ebook). Advances in Mathematics Education, 295-318 (2015).
Classification: C29 D39
3
Teachers’ professional knowledge and noticing: the case of multiple representations in the mathematics classroom. (English)
Educ. Stud. Math. 88, No. 1, 89-114 (2015).
Classification: C39 C29
4
Empirical study of a competence structure model regarding conversions of representations ‒ the case of fractions. (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. 2. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-362-3/v.2). 425-432 (2014).
Classification: C30 F40 D20
5
Tree diagrams and the rest of the world. (Baumdiagramme und der Rest der Welt.) (German)
Sproesser, Ute (ed.) et al., Daten, Zufall und der Rest der Welt. Didaktische Perspektiven zur anwendungsbezogenen Mathematik. Wiesbaden: Springer Spektrum (ISBN 978-3-658-04668-2/pbk; 978-3-658-04669-9/ebook). 55-69 (2014).
Classification: K49 K59
6
Promoting and calling for or avoiding the change of representations? On a dilemma in mathematics education. (Den Wechsel von Darstellungsformen fördern und fordern oder vermeiden? Über ein Dilemma im Mathematikunterricht.) (German)
Sprenger, Jasmin (ed.) et al., Mathematik lernen, darstellen, deuten, verstehen. Didaktische Sichtweisen vom Kindergarten bis zur Hochschule. Heidelberg: Springer Spektrum (ISBN 978-3-658-01037-9/pbk; 978-3-658-01038-6/ebook). 215-225 (2013).
Classification: D40
7
Pre-service and in-service teachers’ views on the learning potential of tasks ‒ does specific content knowledge matter? (English)
Ubuz, Behiye (ed.) et al., CERME 8. Proceedings of the eigth congress of the European Society of Research in Mathematics Education, Antalya, Turkey, February 6‒10, 2013. Ankara: Middle East Technical University (ISBN 978-975-429-315-9). 3035-3044 (2013).
Classification: C29 D50 D39 F40
8
Awareness of dealing with multiple representations in the mathematics classroom ‒ a study with teachers in Poland and Germany. (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. 2. Kiel: IPN‒Leibniz Institute for Science and Mathematics Education at the University of Kiel (ISBN 978-3-89088-288-8). 249-256 (2013).
Classification: C39 C70 D40
9
Pedagogical content knowledge and views of in-service and pre-service teachers related to computer use in the mathematics classroom. (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. 3. Kiel: IPN‒Leibniz Institute for Science and Mathematics Education at the University of Kiel (ISBN 978-3-89088-289-5). 217-224 (2013).
Classification: C39 B50 U70
10
Pre-service teachers’ views on using multiple representations in mathematics classrooms ‒ an inter-cultural study. (English)
Tso, Tai-Yih (ed.), Proceedings of the 36th conference of the International Group for the Psychology of Mathematics Education “Opportunities to learn in mathematics education", PME 36, Taipei, Taiwan, July 18‒22, 2012, Vol. 2. Taipei: National Taiwan Normal University. 211-218 (2012).
Classification: C29 D40
11
Many subjects ‒ one idea. “Multi-pack" learning environments. (Viele Themen ‒ eine Idee. “Multi-Pack"-Lernumgebungen.) (German)
Math. Lehren, No. 173, 9-15 (2012).
Classification: D43 F63 I23 U63 Reviewer: Renate Stürmer (Zweibrücken)
12
Big ideas in the centre of mathematics education. Didactical background, suggestions for teaching practice, and materials for student-centered learning environments. (Big ideas im Zentrum des Mathematikunterrichts. Fachdidaktischer Hintergrund, Anregungen für die Unterrichtspraxis und Materialien für schüler(innen)zentrierte Lernumgebungen.) (German)
ABCmaths. Awareness of Big Ideas in Mathematics Classrooms. Ludwigsburg: Verlag Pädagogische Hochschule (ISBN 978-3-924080-50-1/pbk/pbk). 173~p. (2011).
Classification: D10
13
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