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How Chinese teachers teach mathematics and pursue professional development: perspectives from contemporary international research. (English)
Fan, Lianghuo (ed.) et al., How Chinese teach mathematics. Perspectives from insiders. Hackensack, NJ: World Scientific (ISBN 978-981-4415-81-1/hbk; 978-981-4415-83-5/ebook). Series on Mathematics Education 6, 43-70 (2015).
Classification: D39 D49 B50
1
Epilogue. Why the interest in the Chinese learner? (English)
Fan, Lianghuo (ed.) et al., How Chinese teach mathematics. Perspectives from insiders. Hackensack, NJ: World Scientific (ISBN 978-981-4415-81-1/hbk; 978-981-4415-83-5/ebook). Series on Mathematics Education 6, 703-709 (2015).
Classification: D20
2
What makes a master teacher? A study of thirty-one mathematics master teachers in Chinese mainland. (English)
Fan, Lianghuo (ed.) et al., How Chinese teach mathematics. Perspectives from insiders. Hackensack, NJ: World Scientific (ISBN 978-981-4415-81-1/hbk; 978-981-4415-83-5/ebook). Series on Mathematics Education 6, 493-528 (2015).
Classification: B50 C49 D39
3
How Chinese teach mathematics. Perspectives from insiders. (English)
Series on Mathematics Education 6. Hackensack, NJ: World Scientific (ISBN 978-981-4415-81-1/hbk; 978-981-4415-83-5/ebook). xviii, 735~p. (2015).
Classification: A60 D10
4
A new assessment approach in mathematics classrooms in Saudi Arabia. (English)
Pope, Sue (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Proceedings of the British congress of mathematics education, BCME-8, University of Nottingham, UK, April 14‒17, 2014. London: British Society for Research into Learning Mathematics (BSRLM). 1-7 (2014).
Classification: D62
5
Rethinking the role of algorithms in school mathematics: a conceptual model with focus on cognitive development. (English)
ZDM, Int. J. Math. Educ. 46, No. 3, 481-492 (2014).
Classification: D30 D20 C30
6
Investigating the pedagogy of mathematics. How do teachers develop their knowledge? (English)
London: Imperial College Press (ISBN 978-1-78326-457-5/hbk; 978-1-78326-459-9/ebook). xxiii, 342~p. (2014).
Classification: B50 D20 D39 C39
7
Prospective teachers’ specialized content knowledge on derivative. (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). 3195-3205 (2013).
Classification: D39 I49
8
Textbook research in mathematics education: development status and directions. (English)
ZDM, Int. J. Math. Educ. 45, No. 5, 633-646 (2013).
Classification: D20 U20
9
Textbook research as scientific research: towards a common ground on issues and methods of research on mathematics textbooks. (English)
ZDM, Int. J. Math. Educ. 45, No. 5, 765-777 (2013).
Classification: D20 U20
10
Abstracts of the first sourcebook on Asian research in mathematics education. China, Korea, Singapore, Japan, Malaysia and India. (English)
International Sourcebooks in Mathematics and Science Education. Charlotte, NC: Information Age Publishing (IAP) (ISBN 978-1-61735-825-8/pbk; 978-1-61735-826-5/hbk; 978-1-61735-827-2/ebook). (2013).
Classification: D10 A40 A60
11
The first sourcebook on Asian research in mathematics education. China, Korea, Singapore, Japan, Malaysia and India. (English)
International Sourcebooks in Mathematics and Science Education. Charlotte, NC: Information Age Publishing (IAP) (ISBN 978-1-62396-028-5/pbk; 978-1-62396-029-2/hbk; 978-1-62396-030-8/ebook). 268~p. (2013).
Classification: D10 A40 A60
12
Key epistemic features of mathematical knowledge for teaching the derivative. (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. 3. Taipei: National Taiwan Normal University. 297-304 (2012).
Classification: I49 D39
13
Epistemic facets of the didactical-mathematical knowledge about the derivative. (Faceta epistémica del conocimiento didáctico-matemático sobre la derivada.) (Spanish. English summary)
Educ. Mat. Pesqui. 13, No. 1, 141-178 (2011).
Classification: I40 D39
14
Implementing self-assessment to develop reflective teaching and learning in mathematics. (English)
Kaur, Berinderjeet (ed.) et al., Assessment in the mathematics classroom. Yearbook 2011, Association of Mathematics Educators. Hackensack, NJ: World Scientific (ISBN 978-981-4360-97-5/hbk; 978-981-4360-99-9/ebook). 275-290 (2011).
Classification: D60 C70
15
Instructional practice in mathematics classroom driven by curriculum reform: A case study of model lesson from Shanghai “Second Curriculum Reform”. (Chinese. English summary)
J. Math. Educ. (Tianjin) 18, No. 3, 42-46 (2009).
Classification: C30 D30 C70 D60
16
Rethinking and researching mathematics assessment in Singapore: the quest for a new paradigm. (English)
Wong, Khoon Yoong (ed.) et al., Mathematics education. The Singapore journey. Hackensack, NJ: World Scientific (ISBN 978-981-283-375-4/hbk). Series on Mathematics Education 2, 413-436 (2009).
Classification: D60
17
Appreciation on education reform mathematics curriculum review. (Chinese. English summary)
J. Math. Educ. (Tianjin) 17, No. 3, 23-26 (2008).
Classification: D30 B10
18
From convergence to divergence: The development of mathematical problem solving in research, curriculum, and classroom practice in Singapore. (English)
ZDM, Int. J. Math. Educ. 39, No. 5-6, 491-501 (2007).
Classification: D60 D30 A30
19
Representation of problem-solving procedures: A comparative look at China, Singapore, and US mathematics textbooks. (English)
Educ. Stud. Math. 66, No. 1, 61-75 (2007).
Classification: D53 C33 D33 U23
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