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Result 1 to 20 of 27 total

A brief guide to modelling in secondary school: estimating big numbers. (English)
Teach. Math. Appl. 34, No. 4, 223-228 (2015).
Classification: M13 M14 D53 D54 D83 D84
1
On the role of inconceivable magnitude estimation problems to improve critical thinking. (English)
Gellert, Uwe (ed.) et al., Educational paths to mathematics. A C.I.E.A.E.M. sourcebook. Collected papers based on the presentations at the 63rd and 64th conference, Barcelona, Spain, summer 2011 and Rhodes, Greece, summer 2012. Cham: Springer (ISBN 978-3-319-15409-1/hbk; 978-3-319-15410-7/ebook). Advances in Mathematics Education, 263-277 (2015).
Classification: D53 M13 N23
2
Devising a plan to solve Fermi problems involving large numbers. (English)
Educ. Stud. Math. 86, No. 1, 79-96 (2014).
Classification: D53 M93 M53
3
Fermi problems involving big numbers: adapting a model to different situations. (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). 930-939 (2013).
Classification: M13
4
Going beyond teaching mathematics to immigrant students: teachers becoming social resources in their transition process. (English)
Lindmeier, Anke M. (ed.) et al., Proceedings of the 37th conference of the International Group for the Psychology of Mathematics Education “Mathematics learning across the life span", PME 37, Kiel, Germany, July 28‒August 2, 2013. Vol. 2. Kiel: IPN‒Leibniz Institute for Science and Mathematics Education at the University of Kiel (ISBN 978-3-89088-288-8). 377-384 (2013).
Classification: C60 C20
5
Unreachable magnitude estimation problems: strategies and solving success. (Problemas de estimación de magnitudes no alcanzables: estrategias y éxito en la resolución.) (Spanish. English summary)
PNA 7, No. 3, 103-115 (2013).
Classification: D53
6
On strategies for solving inconceivable magnitude estimation problems. (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. 2. Taipei: National Taiwan Normal University. 11-18 (2012).
Classification: D50 N20
7
Social representations as mediators of practice in mathematics classrooms with immigrant students. (English)
Educ. Stud. Math. 72, No. 1, 61-76 (2009).
Classification: C60 C70
8
Mathematics and interculturality. Edited by Jesús M. Goñi Zabala. (Matemáticas e interculturalidad.) (Spanish)
Biblioteca de Uno 232. Barcelona: Editorial Graó (ISBN 84-7827-464-2/pbk). 149 p. (2006).
Classification: D30 C60 C50 C90
9
Reconstructing norms. (English)
Chick, H. L. (ed.) et al., Proceedings of the 29th annual conference of the International Group for the Psychology of Mathematics Education, PME 29, Melbourne, Australia, July 10‒15, 2005. Vol 1-4. Melbourne: University of Melbourne, Dep. of Science and Mathematics Education. Part III, 65-72 (2005).
Classification: C60 C50 C70 D40 A60
10
Cultural distance and identities-in-construction within the multicultural mathematics classroom. (English)
ZDM, Zentralbl. Didakt. Math. 37, No. 2, 64-71 (2005).
Classification: C60 D30 C50
11
Dichotomies, complementarities and tensions. Researching mathematics teaching in its social and political context. (English)
Valero, Paola et al., Researching the socio-political dimensions of mathematics education. Kluwer, Dordrecht (ISBN 1-4020-7906-0). 107-123 (2004).
Classification: C60 B10 A40 D30
12
Teaching mathematics in multicultural classrooms: from differences to commonalities. (French)
Giménez, Joaquim et al., Un défi pur l’éducation mathématique: Réconcilier le commun et le divers. Editorial GRAO, Barcelona (ISBN 84-7827-339-5). 156-160 (2004).
Classification: C60
13
Are different students expected to learn norms differently in the mathematics classroom? (English)
Math. Educ. Res. J. 16, No. 1, 19-40 (2004).
Classification: C63
14
Immigrant children learning mathematics in mainstream schools. (English)
Abreu, Guida de et al., Transitions between contexts of mathematical practices. Dordrecht: Kluwer (ISBN 0-7923-7185-2/hbk). Mathematics Education Library 27, 23-52 (2002).
Classification: A40 D10 C60
15
Teaching mathematics in multilingual classrooms. (English)
Educ. Stud. Math. 47, No. 1, 7-33 (2001).
Classification: C50
16
Geometry at work (or Pythagoras will never fail you!). (English)
van den Heuvel-Panhuizen, Marja, Proceedings of the 25th conference of the International Group of the Psychology of Mathematics Education. Vol. 2. , (ISBN 90-74684-16-5). 425-432 (2001).
Classification: G40
17
Researching multicultural classes: a collaborative approach. (English)
Matos, João Filipe et al., Mathematics education and society, MES 2. Proceedings of the international conference, Montechoro, Portugal, March 26‒31, 2000. (ISBN 972-9348-05-7). 265-274 (2000).
Classification: C60
18
Mathematics and education. Requirements and changes from an international perspective. (Matemáticas y educación. Retos y cambios desde una perspectiva internacional.) (Spanish)
Ed. Graó, Barcelona (ISBN 84-7827-246-1). 216 p. (2000).
Classification: D10
19
The cultural conflict in the mathematics classroom: Overcoming its ’invisibility’. (English)
Ahmed, Afzal et al., Cultural diversity in mathematics (education): CIEAEM 51. Horwood Publishing, Chichester (ISBN 1-898563-68-3). 179-185 (2000).
Classification: C63
20
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Result 1 to 20 of 27 total

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