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Making implicit metalevel rules of the discourse on function explicit topics of reflection in the classroom to foster student learning. (English)
Educ. Stud. Math. 91, No. 3, 375-393 (2016).
Classification: C55 I25
1
The role of symbols in mathematical communication: the case of the limit notation. (English)
Res. Math. Educ. 16, No. 3, 251-268 (2014).
Classification: E45 C55 I25
2
Investigating the mathematical discourse of young learners involved in multi-modal mathematical investigations: the case of haptic technologies. (English)
Martinovic, Dragana (ed.) et al., Visual mathematics and cyberlearning. Dordrecht: Springer (ISBN 978-94-007-2320-7/hbk; 978-94-007-2321-4/ebook). Mathematics Education in the Digital Era 1, 97-118 (2013).
Classification: U52 U72 G42 R22
3
Examining the discourse on the limit concept in a beginning-level calculus classroom. (English)
Educ. Stud. Math. 82, No. 3, 439-453 (2013).
Classification: I25 C75
4
Teaching prospective teachers about fractions: historical and pedagogical perspectives. (English)
Educ. Stud. Math. 82, No. 3, 455-479 (2013).
Classification: F49 B50
5
Limitless ways to talk about limits: communicating mathematical ideas in the classroom. (English)
Math. Teach. (Reston) 105, No. 9, 697-701 (2012).
Classification: I20
6
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