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A case study in using explicit instruction to teach young children counting skills. (English)
Investig. Math. Learn. 8, No. 2, 37-54 (2016).
Classification: C40 C30 F30
1
An investigation into pre-service special education teachers’ mathematical skills, self-efficacy, and teaching methodology. (English)
Issues Undergrad. Math. Prep. Sch. Teach., J. 1, Content Knowledge, 13 p., electronic only (2015).
Classification: D49 C29 C39 C49
2
Training primary mathematics teachers for new competences. (Formar profesores de matemáticas de primaria para las nuevas competencias.) (Spanish. English summary)
Uno 20, No. 66, 19-27 (2014).
Classification: D39 B50
3
Special education and general education teachers’ knowledge and perceived teaching competence in mathematics. (English)
Issues Undergrad. Math. Prep. Sch. Teach., J. 1, Content Knowledge, 10 p. (2010).
Classification: B50
4
Matematics and alignments 2. (Reflejos matemáticos en los alineamientos 2.) (Spanish)
Epsilon (Puerto Real) 21, No. 63, 371-380 (2005).
Classification: G20 A80
5
From the star-puzzle to incommensurability and to the radicals. (Del puzzle de la estrella a la incomensurabilidad y los radicales.) (Spanish)
Números, No. 61, 41-61 (2005).
Classification: F50
6
Comics mathematics. (Viñetas relacionadas con las matemáticas.) (Spanish)
Epsilon (Puerto Real) 19, No. 56, 243-258 (2003).
Classification: D40
7
Wire-mazes (topologic-metric structures). (Laberintos con alambre (estructuras topológico-métricas).) (Spanish)
SUMA (Granada), No. 41, 29-35 (2002).
Classification: G90 U60
8
The puzzle of paper (Origami puzzle). (El puzzle de la pajarita.) (Spanish)
Números, No. 51, 3-18 (2002).
Classification: U60
9
Teaching material on the subject of function. (Pesquisando, discutindo, pensando e produzindo material sobre funções.) (Portuguese)
Bol. GEPEM, No. 38, 57-72 (2001).
Classification: I23 D43 U63
10
On isosceles trapezia with perpendicular diagonals. (El trapecio isósceles de diagonales perpendiculares.) (Spanish)
Epsilon (Puerto Real) 17, No. 51, 445-461 (2001).
Classification: G40
11
Mathematical paradoxes in teacher edcuation. (Paradojas matemáticas para la formación de profesores.) (Spanish)
SUMA (Granada), No. 31, 27-35 (1999).
Classification: B50
12
Examples of metaphors in teacher education. (Empleo de las metáforas en la formación de profesores de matemáticas.) (Spanish)
Educ. Mat. (Mex. City) 11, No. 1, 89-101 (1999).
Classification: C30
13
Initial training of mathematics teachers as reflective professionals. (Formación inicial de profesores de matemáticas como profesionales reflexivos.) (Spanish)
Uno 4, No. 17, 37-48 (1998).
Classification: B50
14
El área del rectángulo. (Spanish)
Uno 3, No. 10, 63-77 (1996).
Classification: G30
15
Research line: mathematics teacher training. (Creencias y concepciones de los futuros profesores sobre las matemáticas, su enseñanza y aprendizaje.) (Spanish)
Uno 3, No. 8, 103-111 (1996).
Classification: D59
16
Computer Systems Simulation in Education: Description of an Experience. Computersimulation im Unterricht - ein Erfahrungsbericht. (English)
Comput. Educ. (Elmsford). (1987) v. 11(4) p. 293-303. CODEN: COMEDR [ISSN 0360-1315]
Classification: Q53 Q52 R23 R22 R33 R32
17
El medio ambiente como escenario para la educación matemática. (Spanish)
Oliveras Contreras, Luisa et al., Primer congreso internacional de etnomatemáticas (ICEM) (Actas). , (ISBN 84-8497-879-6). CD-ROM.
Classification: D33
18
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