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Result 1 to 20 of 48 total

Assistance of students with mathematical learning difficulties: how can research support practice? (English)
ZDM, Math. Educ. 48, No. 5, 633-649 (2016).
Classification: C90 C40 D70 C30
1
Mathematics in the hands of deaf learners and blind learners: visual-gestural-somatic means of doing and expressing mathematics. (English)
Barwell, Richard (ed.) et al., Mathematics education and language diversity. The 21st ICMI study. Cham: Springer (ISBN 978-3-319-14510-5/hbk; 978-3-319-14511-2/ebook). New ICMI Study Series, 141-162 (2016).
Classification: C50 C40 E40
2
The CAPTeaM project (Challenging Ableist Perspectives on the Teaching of Mathematics): a preliminary report. (English)
Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 35, No. 2. Proceedings of the day conference, Durham University, UK, June 6, 2015. London: British Society for Research into Learning Mathematics (BSRLM). 52-57 (2015).
Classification: C99 D49
3
Hands that see, hands that speak: investigating relationships between sensory activity, forms of communicating and mathematical cognition. (English)
Cho, Sung Je (ed.), Selected regular lectures from the 12th international congress on mathematical education, ICME 12, Seoul, Korea, July 8‒15, 2012. Cham: Springer (ISBN 978-3-319-17186-9/hbk; 978-3-319-17187-6/ebook). 289-308 (2015).
Classification: C40 C50
4
Algebraic expressions of deaf students: connecting visuo-gestural and dynamic digital representations. (English)
Oesterle, Susan (ed.) et al., Proceedings of the 38th conference of the International Group for the Psychology of Mathematics Education “Mathematics education at the edge", PME 38 held jointly with the 36th conference of PME-NA, Vancouver, Canada, July 15‒20, 2014, Vol. 3. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-363-0/v.3). 49-56 (2014).
Classification: H20 H30 C40 C50 U70
5
Evidence-based, theoretically informed design as a means to investigate and transform proof practices in school mathematics. (English)
Teach. Math. Appl. 33, No. 3, 150-165 (2014).
Classification: E50 U70
6
Evolving a three-world framework for solving algebraic equations in the light of what a student has met before. (English)
J. Math. Behav. 34, 1-13 (2014).
Classification: H33 C33
7
Towards an understanding of the shaping of research outcomes by contextual issues: reflections on the contributions of the ReMath project. (English)
Educ. Stud. Math. 85, No. 3, 423-435 (2014).
Classification: D20 U70 U50
8
Adapting simcalc to different school mathematics cultures: a case study from Brazil. (English)
Hegedus, Stephen J. (ed.) et al., The SimCalc vision and contributions. Democratizing access to important mathematics. Dordrecht: Springer (ISBN 978-94-007-5695-3/hbk; 978-94-007-5696-0/ebook). Advances in Mathematics Education, 341-362 (2013).
Classification: U53 C63 D33 D43 I23
9
Understanding and overcoming “disadvantage” in learning mathematics. (English)
Clements, M. A. (ed.) et al., Third international handbook of mathematics education. Berlin: Springer (ISBN 978-1-4614-4683-5/hbk; 978-1-4614-4684-2/ebook). Springer International Handbooks of Education 27, 69-100 (2013).
Classification: C60 A40 C50 D70
10
The role of gestures in the mathematical practices of those who do not see with their eyes. (English)
Educ. Stud. Math. 77, No. 2-3, 157-174 (2011).
Classification: C36 E46 G46 C90
11
Inclusion of blind student in the mathematics classroom: tactile exploration of area, perimeter and volume. (A inclusão de alunos cegos nas aulas de matemática: explorando área, perímetro e volume através do tato.) (Portuguese. English summary)
Bolema 23, No. 37, 1111-1135 (2010).
Classification: C90 U90 G30
12
Revisiting the didactic cut in algebra: A question of connecting embodied and symbolic mathematical worlds? (Revisitando o corte didático em álgebra: Uma questão de conexão entre os mundos corporificado e simbólico?) (Portuguese. English summary)
Bol. GEPEM, No. 57, 15-34 (2010).
Classification: H30 D20 C30
13
Digital technologies and the challenge of constructing an inclusive school mathematics. (English)
ZDM, Int. J. Math. Educ. 42, No. 3-4, 393-404 (2010).
Classification: D30 C30
14
Working with teachers: Context and culture. (English)
Hoyles, Celia (ed.) et al., Mathematics education and technology-rethinking the terrain. The 17th ICMI study. Dordrecht: Springer (ISBN 978-1-4419-0145-3/hbk; 978-1-4419-0146-0/ebook). New ICMI Study Series 13, 293-310 (2010).
Classification: B50 D30
15
Charting the microworld territory over time: design and construction in mathematics education. (English)
ZDM, Int. J. Math. Educ. 42, No. 1, 63-76 (2010).
Classification: D30 A30 U70 U50 R20 R30 M80
16
Time for telling stories: narrative thinking with dynamic geometry. (English)
ZDM, Int. J. Math. Educ. 41, No. 4, 441-452 (2009).
Classification: C30 C50 I20 R20 D30
17
An essay on inclusion in mathematics education. (Ensaio sobre a inclusão na educaçâo matemática.) (Portuguese. English summary)
Unión, Rev. Iberoam. Educ. Mat., No. 10, 59-76, electronic only (2007).
Classification: C90 C40 D70
18
If this is our mathematics, what are our stories? (English)
Int. J. Comput. Math. Learn. 12, No. 1, 3-21 (2007).
Classification: D30 D20 U50 R20 C30
19
The transition between intra and interfigural in constructing geometrical knowledge by blind students. (Transição entre o intra e interfigural na construção de conhecimento geometrico por alunos cegos.) (Portuguese. English summary)
Educ. Mat. Pesqui. 9, No. 1, 121-153 (2007).
Classification: G50 C90 D20
20
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