Result **1** to **20** of **25** total

A representational approach to developing primary ITT students’ confidence in their mathematics. (English)

Int. J. Math. Educ. Sci. Technol. 44, No. 1, 70-83 (2013).

1

The importance of using representations to help primary pupils give meaning to numerical concepts. (English)

Paditz, Ludwig (ed.) et al., Proceedings of the 11th international conference of The Mathematics Education into the 21st Century Project ‒ MEC 21: On turning dreams into reality. Transformations and paradigm shifts in mathematics education, Grahamstown, South Africa, September 11‒17, 2011. Grahamstown: The Mathematics Education into the 21st Century Project ‒ MEC 21 (ISBN 83-919465-0-9/pbk). 137-141 (2011).

2

A representational approach to developing primary ITT students’ confidence in their mathematics. (English)

Smith, C. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 31, No. 1. Proceedings of the day conference, Institute of Education, London, UK, March 11, 2011. London: British Society for Research into Learning Mathematics (BSRLM). 31-36 (2011).

3

Pre-service primary teachers’ conceptions of creativity in mathematics. (English)

Educ. Stud. Math. 73, No. 2, 143-157 (2010).

4

The array representation and primary children’s understanding and reasoning in multiplication. (English)

Educ. Stud. Math. 70, No. 3, 217-241 (2009).

5

Representing multiplication. (English)

Math. Teach. Inc. Micromath 2008, No. 206, 37-41 (2008).

6

Representing and understanding multiplication. (English)

Res. Math. Educ. 9, No. 1, 33-45 (2007).

7

Representing multiplication. (English)

Küchemann, D. (ed.), Proceedings of the British Society for Research into Learning Mathematics. Vol. 26 (3). Proceedings of the day conference, Birmingham, UK, November 11, 2006. London: British Society for Research into Learning Mathematics (BSRLM). 25-30 (2007).

8

How can we assess mathematical understanding? (English)

Woo, Jeong-Ho (ed.) et al., Proceedings of the 31st annual conference of the International Group for the Psychology of Mathematics Education, PME, Seoul, Korea, July 8‒13, 2007. Vol. 1-4. Seoul: The Korea Society of Educational Studies in Mathematics. Part 2, 41-48 (2007).

9

Representing mathematical ideas. (English)

Prim. Math. 11, No. 1, 11-16 (2007).

10

Exploring links across representations of numbers with young children. (English)

Int. J. Technol. Math. Educ. 13, No. 2, 53-64 (2006).

11

Pupils’ process of thinking: Learning to solve algebraic problems in England and Thailand. (English)

Proceedings of the British Society for Research into Learning Mathematics. Vol. 23 (2). ,. 91-96 (2003).

12

Children’s use of realistic considerations in problem solving: some English evidence. (English)

J. Math. Behav. 22, No. 4, 451-465 (2003).

13

Children’s responses to contrasting ’realistic’ mathematics problems: Just how realistic are children ready to be? (English)

Educ. Stud. Math. 49, No. 1, 1-23 (2002).

14

A transnational comparison of primary mathematics textbooks: the case of multiplication. (English)

Res. Math. Educ. 3, No. 1, 155-167 (2001).

15

A transnational comparison of primary mathematics textbooks: The case of multiplication. (English)

MATRIX ERROR: INCOMPLETE MONOGRAPH SOURCE!

16

An exploration into the mathematics subject knowledge of students on QTS courses. (English)

Math. Educ. Rev., No. 14, 19-31 (2001).

17

Working through complexity: an experience of developing mathematical thinking through the use of Logo with low attaining pupils. (English)

Support Learn. 16, No. 1, 23-27 (2001).

18

The representation of mathematical concepts in primary mathematics textbooks: a focus on multiplication. (English)

Rogerson, Alan, International Conference on Mathematics Education into the 21st Century: Mathematics for Living. ,. 5 p. (2000).

19

Primary school mathematics textbooks: an international study summary. (English)

, (ISBN 1-85838-366-8). 38 p. (1999).

20

Result **1** to **20** of **25** total