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Result 1 to 20 of 22 total

The teaching activity and the generation of mathematical learning opportunities. (English)
Oesterle, Susan (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. 3. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-363-0/v.3). 73-80 (2014).
Classification: D40 C70 D30
1
Design and validation of a tool for the analysis of whole group discussions in the mathematics classroom. (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). 1506-1515 (2013).
Classification: C70 C50
2
An analytical tool for the characterisation of whole-group discussions involving dynamic geometry software. (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. 233-240 (2012).
Classification: C53 C73 U73
3
Learn to notice and interpret classroom interactions. (Aprender a mirar con sentido: facilitar la interpretación de las interacciones en el aula.) (Spanish. English summary; Portuguese summary; French summary)
Av. Investig. Educ. Mat., No. 1, 23-37 (2012).
Classification: D40 C60
4
Didactic and theoretical-based perspectives in the experimental development of an intelligent tutorial system for the learning of geometry. (English)
ZDM, Int. J. Math. Educ. 43, No. 3, 425-439 (2011).
Classification: D30 G40 U50 U70 R20 C30
5
Case analysis by a research-action team: examples for training mathematics teachers. (Análisis de casos por un equipo de investigación-acción: ejemplos para la formación del profesorado de matemáticas.) (Spanish. English summary)
Uno 15, No. 51, 103-114 (2009).
Classification: B50 D49
6
Agentgeom: a multiagent system for pedagogical support in geometric proof problems. (English)
Int. J. Comput. Math. Learn. 12, No. 1, 57-79 (2007).
Classification: G40 E50 U50
7
Tutoring system for improvement of argumentative competencies in high school mathematics. (Amélioration des compétences argumentatives à l’aide d’un système tutoriel en classe de mathématique au secondaire.) (French. English summary)
Ann. Didact. Sci. Cogn. 12, 83-116 (2007).
Classification: E54 C34 G44 R24 U54
8
A compared study of attitudes towards statistics in teachers and students teacher. (Un estudio comparado de las actitudes hacia la estadística en profesores en formación y en ejercicio.) (Spanish. English summary)
Enseñ. Cienc. 22, No. 2, 263-274 (2004).
Classification: K49 K79 C29 B50
9
Teaching mathematics. (Enseñar matemáticas.) (Spanish)
Graõ, Barcelona (ISBN 84-7827-140-6). 222 p. (2002).
Classification: D30 D40 B50
10
Geometry: from ideas of space to the space of teaching-ideas. (La geometría. De las ideas del espacio al espacio de las ideas en el aula.) (Spanish)
Editorial GRAO, Barcelona (ISBN 84-7827-288-7). 125 p. (2002).
Classification: G40
11
Contribución al estudio de los procesos de modelización en la enseñanza de las matemáticas en escuelas universitarias. (Spanish)
Uno 8, No. 31, 7-23 (2002).
Classification: M10
12
Development of interactive tutoring and teaching techniques. (Desarrollo de técnicas interactivas de tutorización y formación. Aplicación a situaciones especiales de educación matemática.) (Spanish)
Contreras, Luis C. et al., Quarto simposio de La Sociedad Española de Investigación en Educación Matemática. , (ISBN 84-95699-02-8). 95-110 (2001).
Classification: C60 C70
13
High level geometric reasonings and predemonstration activities with students aged 12‒16. (Raxonamientos geométricos de alto nivel y actividades predemostrativas con alumnos y alumnas de 12‒16 años.) (Spanish)
Uno 8, No. 28, 20-38 (2001).
Classification: E33
14
Social interactions and cognitive effects in contexts of area-comparison problem solving. (English)
Educ. Stud. Math. 42, No. 2, 115-140 (2000).
Classification: C64
15
Interaction in distance learning. (Téléinteractions en mathématiques a distance: Un traitement de l’hétérogénéité et de l’accessibilité.) (English)
Ahmed, Afzal et al., Cultural diversity in mathematics (education): CIEAEM 51. Horwood Publishing, Chichester (ISBN 1-898563-68-3). 173-177 (2000).
Classification: D43
16
Learning with no limits in mathematics education. (Aprendizaje sin límites en educación matematica.) (Portuguese)
Ponte, J.P. et al., Educaç|ã|o Matemática em Portugal, Espanha e Itália: Actas da Escola de Verã|o - 1999. ,. 153-176 (2000).
Classification: G13
17
Interacciones verbales y enseñ|anza-aprendizaje del álgebra elemental. (Spanish)
Uno 6, No. 21, 81-104 (1999).
Classification: C60
18
Assessing and learning profile on mathematics 12-16. (French)
Grugnetti, L., L’évaluation centrée sur l’élève (Actes). ,. 152-159 (1994).
Classification: D33
19
Integrated assessment on mathematics 12-16. (English)
Educ. Stud. Math. 27, No. 4, 401-412 (1994).
Classification: D63
20
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