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Result 1 to 13 of 13 total

Problem types used in math lessons: the relationship between student achievement and teacher preferences. (English)
Int. J. Math. Educ. Sci. Technol. 47, No. 6, 863-876 (2016).
Classification: D50 D30 C30
1
The effect of project-based learning on students’ statistical literacy levels for data representation. (English)
Int. J. Math. Educ. Sci. Technol. 46, No. 5, 658-686 (2015).
Classification: K43 C33 D43
2
The effects of UZWEBMAT on the probability unit achievement of Turkish eleventh grade students and the reasons for such effects. (English)
Comput. Educ. (Exeter) 75, 1-18 (2014).
Classification: U74 K54 K64 C34
3
Factors influencing mathematical problem-solving achievement of seventh grade Turkish students. (English)
Learn. Individ. Differ. 23, 131-137 (2013).
Classification: C23 D53
4
Using dynamic geometry software to develop problem solving skills. (English)
Math. Comput. Educ. 46, No. 1, 6-17 (2012).
Classification: U70 R20 D50 G40 G80
5
A cross-age study of students’ understanding of limit and continuity concepts. (A compreensão dos conceitos de limite e continuidade: um estudo desenvolvido com alunos em distintos mementos de um curso de formação inicial para professores.) (Portuguese. English summary)
Bolema 24, No. 38, 245-264 (2011).
Classification: D45 C35 I25
6
Examining preservice elementary mathematics teachers’ understandings about irrational numbers. (English)
PRIMUS, Probl. Resour. Issues Math. Undergrad. Stud. 21, No. 5, 401-416 (2011).
Classification: B50 F59
7
Using empirical evidence in the process of proving: the case of dynamic geometry. (English)
Teach. Math. Appl. 29, No. 4, 193-207 (2010).
Classification: E50 R20
8
Characterizing student mathematics teachers’ levels of understanding in spherical geometry. (English)
Int. J. Math. Educ. Sci. Technol. 41, No. 8, 991-1013 (2010).
Classification: G65 D65 B50 C35
9
Students discovering spherical geometry using dynamic geometry software. (English)
Int. J. Math. Educ. Sci. Technol. 40, No. 3, 331-340 (2009).
Classification: G95 G65 R25
10
Khayyam with Cabri: experiences of pre-services mathematics teachers with Khayyam’s solution of cubic equations in dynamic geometry environment. (English)
Teach. Math. Appl. 28, No. 1, 1-9 (2009).
Classification: B50 R29 H30
11
Using dynamic geometry software to gain insight into a proof. (English)
Int. J. Comput. Math. Learn. 13, No. 3, 251-262 (2008).
Classification: G40 U70 R20
12
Using dynamic geometry software to convey real-world situations into the classroom: the experience of student mathematics teachers with a minimum network problem. (English)
Teach. Math. Appl. 27, No. 1, 24-37 (2008).
Classification: B50 N69 M19
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