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Result 1 to 20 of 22 total

Responding to children’s mathematical thinking in the moment: an emerging framework of teaching moves. (English)
ZDM, Math. Educ. 48, No. 1-2, 185-197 (2016).
Classification: D42 D43 C32 C33 C72 C73 F42 F43
1
The richness of children’s fraction strategies. (English)
Teach. Child. Math. 22, No. 2, 84-90 (2015).
Classification: F43
2
Responsive decision making from the inside out: teaching base ten to young children. (English)
Investig. Math. Learn. 7, No. 1, 23-53 (2014).
Classification: F32 D42 C72
3
English learners’ participation in mathematical discussion: shifting positionings and dynamic identities. (English)
J. Res. Math. Educ. 44, No. 1, 199-234 (2013).
Classification: C70 C50 C20 C60
4
Latino/a bilinguals and their teachers developing a shared communicative space. (English)
Educ. Stud. Math. 84, No. 3, 349-370 (2013).
Classification: C52 C53 C62 C63
5
Scaling up innovative mathematics in the middle grades: case studies of “good enough" enactments. (English)
Hegedus, Stephen J. (ed.) et al., The SimCalc vision and contributions. Democratizing access to important mathematics. Dordrecht: Springer (ISBN 978-94-007-5695-3/hbk; 978-94-007-5696-0/ebook). Advances in Mathematics Education, 251-269 (2013).
Classification: U53 D43 D33 B50 C73
6
Extending children’s mathematics. Fractions \& decimals. Innovations in cognitively guided instruction. With a foreword by Thomas P. Carpenter. (English)
Portsmouth, NH : Heinemann (ISBN 978-0-325-03053-1/pbk). xxvi, 242~p. (2011).
Classification: F40
7
On the idea of learning trajectories: promises and pitfalls. (English)
Math. Enthus. 8, No. 3, 571-596 (2011).
Classification: C30 D20
8
The algebraic nature of fractions: developing relational thinking in elementary school. (English)
Cai, Jinfa (ed.) et al., Early algebraization. A global dialogue from multiple perspectives. Berlin: Springer (ISBN 978-3-642-17734-7/hbk; 978-3-642-17735-4/ebook). Advances in Mathematics Education, 409-428 (2011).
Classification: F42 F43 H22 H23 C32 C33
9
A principal components model of Simcalc Mathworlds. (English)
Lesh, Richard (ed.) et al., Modeling students’ mathematical modeling competencies. ICTMA 13. Proceedings of the 13th international conference on the teaching of mathematical modelling and applications, July 22‒26, 2007. London: Springer (ISBN 978-1-4419-0560-4/hbk; 978-1-4419-0561-1/ebook). 555-560 (2010).
Classification: C73 F83
10
The power of paper-folding tasks: Supporting multiplicative thinking and rich mathematical discussion. (English)
Teach. Child. Math. 13, No. 6, 322-329 (2007).
Classification: U60 F30
11
Fractions as the coordination of multiplicatively related quantities: a cross-sectional study of children’s thinking. (English)
Educ. Stud. Math. 63, No. 1, 1-28 (2006).
Classification: F42 F43 C32 C33
12
The emergence of multiplicative thinking in children’s solutions to paper folding tasks. (English)
J. Math. Behav. 25, No. 1, 46-56 (2006).
Classification: C32 F32
13
Inquiry into children’s mathematical thinking as a means to teacher change. (English)
J. Math. Teach. Educ. 7, No. 3, 237-267 (2004).
Classification: C39
14
Teachers’ knowledge of children’s mathematics after implementing a student-centered curriculum. (English)
J. Math. Teach. Educ. 7, No. 2, 121-144 (2004).
Classification: C30
15
Low-performing students and teaching fractions for understanding: An interactional analysis. (English)
J. Res. Math. Educ. 34, No. 4, 305-343 (2003).
Classification: F32
16
Equal Sharing and the Roots of Fraction Equivalence. (English)
Teach. Child. Math. 7, No. 7, 421-25 (2001).
Classification: F42
17
Equal sharing and the roots of fraction equivalence. (English)
Teach. Child. Math. 7, No. 7, . 421 (2001).
Classification: F42
18
Children’s mathematics. Cognitively guided instruction. (English)
Heinemann, Portsmouth, NH (ISBN 0-325-00137-5). 126 p. (1999).
Classification: C30
19
A longitudinal study of invention and understanding in children’s multidigit addition and subtraction. (English)
J. Res. Math. Educ. 29, No. 1, 3-20 (1998).
Classification: F32
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