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Differentiated instruction in shared mathematical contexts. (English)
Teach. Child. Math. 20, No. 7, 426-435 (2014).
Classification: D42 F32 C72
1
Coordinating numeric and linear units: elementary students’ strategies for locating whole numbers on the number line. (English)
Math. Think. Learn. 15, No. 4, 235-258 (2013).
Classification: F33 C33 D73
2
Towards curricular coherence in integers and fractions: a study of the efficacy of a lesson sequence that uses the number line as the principal representational context. (English)
ZDM, Int. J. Math. Educ. 45, No. 3, 343-364 (2013).
Classification: F43
3
Representing fractions with standard notation. A developmental analysis. (English)
J. Res. Math. Educ. 36, No. 2, 137-157 (2005).
Classification: F40 D40 C70
4
Enhancing students’ understanding of mathematics: A study of three contrasting approaches to professional support. (English)
J. Math. Teach. Educ. 4, No. 1, 55-79 (2001).
Classification: C33
5
Opportunities to learn fractions in elementary mathematics classrooms. (English)
J. Res. Math. Educ. 30, No. 3, 286-315 (1999).
Classification: C73
6
Relations between Classroom Practices and Student Learning in the Domain of Fractions. (English)
Cogn. Instr. 17, No. 1, 1-24 (1999).
Classification: F42
7
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