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Three strategies for opening curriculum spaces. (English)
Teach. Child. Math. 21, No. 6, 346-353 (2015).
Classification: D32 D42
1
Use of video analysis to support prospective K‒8 teachers’ noticing of equitable practices. (English)
Math. Teach. Educ. 2, No. 2, 108-140 (2014).
Classification: D49 D39 U89
2
Implementing the common core state standards through mathematical problem solving, grades 3‒5. (English)
Reston, VA: National Council of Teachers of Mathematics (NCTM) (ISBN 978-0-87353-724-7/pbk). 123~p. (2014).
Classification: D32 D33 D52 D53
3
Using video analysis to support prospective K-8 teachers’ noticing of students’ multiple mathematical knowledge bases. (English)
J. Math. Teach. Educ. 17, No. 3, 245-270 (2014).
Classification: D39 C30
4
I have a solution to share: learning through equitable participation in a mathematics classroom. (English. French summary)
Can. J. Sci. Math. Technol. Educ. 11, No. 3, 247-260 (2011).
Classification: C30 C70
5
Crossing the border between home and school. Dominican parents’ perspectives on the teaching and learning of mathematics. (English)
Kitchen, Richard S. (ed.) et al., Transnational and borderland studies in mathematics education. London: Routledge (ISBN 978-0-415-88052-7/hbk; 978-0-203-84095-5/ebook). Studies in Mathematical Thinking and Learning Series, 23-45 (2011).
Classification: C60 C20 C70
6
Pathways to equity in mathematics education: how life experiences impact researcher positionality. (English)
Educ. Stud. Math. 78, No. 1, 45-68 (2011).
Classification: C60 C40 B50 D20
7
Mathematics teaching and learning in K-12. Equity and professional development. (English)
New York, NY: Palgrave Macmillan (ISBN 978-0-230-62239-5/hbk; 978-0-230-10988-9/ebook). 242~p. (2010).
Classification: A60 B50 C60 D20
8
Addressing the needs of struggling learners. (English)
Teach. Child. Math. 14, No. 6, 340-343 (2008).
Classification: D71 D29 B50
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