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Result 1 to 20 of 22 total

Patterns of non-verbal social interactions within intensive mathematics intervention contexts. (English)
Math. Educ. Res. J. 28, No. 2, 277-302 (2016).
Classification: C50 C70
1
Multiple ways to persevere: Liar’s Bingo. (English)
Ohio J. Sch. Math. 72, 23-28 (2015).
Classification: A20 D50
2
Using mathematics to design costumes: hat making. (English)
Ohio J. Sch. Math. 70, 27-33 (2014).
Classification: M83 F83 D83
3
Photovoice: understanding high school females’ conceptions of mathematics and learning mathematics. (English)
Educ. Stud. Math. 84, No. 3, 329-347 (2013).
Classification: D44 U64 D74 C64 C34
4
Allowing “What is the whole?" to usurp “Where is the reciprocal?". (English)
Far East J. Math. Educ. 10, No. 1, 1-30 (2013).
Classification: F43 C73
5
Implications for intervention: categorising the quantitative mental imagery of children. (English)
Math. Educ. Res. J. 25, No. 2, 231-256 (2013).
Classification: G20 C40 G50
6
What is the whole in cornhole? Introducing and capitalizing upon disequilibrium with fraction operations. (English)
Ohio J. Sch. Math. 2013, No. 67, 33-41 (2013).
Classification: F40 C70
7
Multiple representations help teachers and students understand a geometry problem. (English)
Ohio J. Sch. Math. 2012, No. 65, 6-13 (2012).
Classification: D40 G40 U70 K50 U60
8
Game show mathematics: specializing, conjecturing, generalizing, and convincing. (English)
J. Math. Behav. 31, No. 2, 163-173 (2012).
Classification: D50 K50
9
What is STEM? A discussion about conceptions of STEM in education and partnerships. (English)
Sch. Sci. Math. 112, No. 1, 3-11 (2012).
Classification: B10 D30
10
Apprenticeship of immersion: college access for high school students interested in teaching mathematics or science. (English)
Sch. Sci. Math. 111, No. 1, 11-19 (2011).
Classification: A40 B64
11
Mathematics and science integration: models and characterizations. (English)
Sch. Sci. Math. 109, No. 3, 153-161 (2009).
Classification: M10 D30
12
Social constructivism and the believing game : a mathematics teacher’s practice and its implications. (English)
Educ. Stud. Math. 70, No. 3, 243-258 (2009).
Classification: D20 C30 C20 C50 C60 C70
13
Reflections on “Multiplication as Original Sin": The implications of using a case to help preservice teachers understand invented algorithms. (English)
J. Math. Behav. 27, No. 2, 128-137 (2008).
Classification: B50 D53 F33
14
Preservice elementary teachers’ voices describe how their teacher motivated them to do mathematics. (English)
Educ. Stud. Math. 65, No. 2, 235-254 (2007).
Classification: C29 B52
15
A quilting lesson for early childhood preservice and regular classroom teachers: What constitutes mathematical activity? (English)
Math. Educ. (Athens) 17, No. 1, 15-23 (2007).
Classification: M19 D49 B50
16
Geometry of transformations: teacher and unit under construction. (English)
Math. Teach. (Reston) 99, No. 2, 88-92 (2005).
Classification: G53 C73
17
Using Ohio’s academic content standards: reflections from two stakeholders. (English)
Ohio J. Sch. Math. 2004, No. 50, 21-25 (2004).
Classification: B70 D30
18
Are you a quantitative or qualitative runner?: 5.13 miles and rosemary-lilac shampoo. (English)
Humanist. Math. Netw. J., No. 27, 2 p., electronic only (2004).
Classification: F90 M90
19
Planning district-wide professional development: insights gained from teachers and students regarding mathematics teaching in a large urban district. (English)
Sch. Sci. Math. 104, No. 1, 5 (2004).
Classification: D30 B50
20
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