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Result 1 to 20 of 49 total

A study of the quality of interaction among participants in online animation-based conversations about mathematics teaching. (English)
Teach. Teach. Educ. 57, 139-149 (2016).
Classification: C50 C70 U50
1
Using multimedia questionnaires to study influences on the decisions mathematics teachers make in instructional situations. (English)
ZDM, Math. Educ. 48, No. 1-2, 167-183 (2016).
Classification: D40 C29 D30 C70 D20
2
Pedagogies of practice and opportunities to learn about classroom mathematics discussions. (English)
J. Math. Teach. Educ. 19, No. 1, 79-103 (2016).
Classification: D39 D49 C50 C70
3
Teachers’ perceptions of students’ mathematical work while making conjectures: an examination of teacher discussions of an animated geometry classroom scenario. (English)
Int. J. STEM Educ. 2, No. 1, Paper No. 10, 13 p., electronic only (2015).
Classification: U70 G40
4
The semiotic structure of geometry diagrams: how textbook diagrams convey meaning. (English)
J. Res. Math. Educ. 46, No. 2, 147-195 (2015).
Classification: U20 G40 E40
5
Erratum to: “The role of theory building in the teaching of secondary geometry”. (English)
Educ. Stud. Math. 89, No. 2, 231 (2015).
Classification: G40 G60 G70 D50 E50 D20
6
The role of theory building in the teaching of secondary geometry. (English)
Educ. Stud. Math. 89, No. 2, 205-229 (2015); erratum ibid. 89, No. 2, 231 (2015)
Classification: G40 G60 G70 D50 E50 D20
7
What’s involved in the work of dissertation advising? An interview with Jeremy Kilpatrick and some personal reflections. (English)
Silver, Edward (ed.) et al., Pursuing excellence in mathematics education. Essays in honor of Jeremy Kilpatrick. Cham: Springer (ISBN 978-3-319-11951-9/hbk; 978-3-319-11952-6/ebook). Mathematics Education Library, 17-50 (2015).
Classification: A30
8
What details do geometry teachers expect in students’ proofs? A method for experimentally testing possible classroom norms. (English)
Nicol, Cynthia (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. 2. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-362-3/v.2). 393-400 (2014).
Classification: E50 G40
9
Mathematics teachers’ recognition of an obligation to the discipline and its role in the justification of instructional actions. (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). 273-280 (2014).
Classification: D20 D69 C29
10
Using representations of practice to elicit mathematics teachers’ tacit knowledge of practice: a comparison of responses to animations and videos. (English)
J. Math. Teach. Educ. 17, No. 6, 515-537 (2014).
Classification: C79 D39 C59 D44 G14
11
What actions do teachers envision when asked to facilitate mathematical argumentation in the classroom? (English)
Math. Educ. Res. J. 26, No. 3, 459-476 (2014).
Classification: E50 D40 C70
12
Mathematical knowledge for teaching and its specificity to high school geometry instruction. (English)
Lo, Jane-Jane (ed.) et al., Research trends in mathematics teacher education. Selected papers based on the presentations at the 34th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, PME-NA, Kalamazoo, MI, USA, November 1‒4, 2012. Cham: Springer (ISBN 978-3-319-02561-2/hbk; 978-3-319-02562-9/ebook). Research in Mathematics Education, 23-45 (2014).
Classification: G19 D39 C39
13
An oral proof in a geometry class: how linguistic tools can help map the content of a proof. (English)
Cogn. Instr. 31, No. 3, 271-313 (2013).
Classification: E50 C50 G40
14
The interplay among gestures, discourse, and diagrams in students’ geometrical reasoning. (English)
Educ. Stud. Math. 83, No. 2, 285-307 (2013).
Classification: C50 G40 E50
15
Is the role of equations in the doing of word problems in school algebra changing? Initial indications from teacher study groups. (English)
Cogn. Instr. 30, No. 1, 1-38 (2012).
Classification: F90 H30 C70 D40
16
Moving toward more authentic proof practices in geometry. (English)
Math. Educ. (Athens) 21, No. 2, 11-33 (2012).
Classification: E50 G40
17
Mathematical tasks as tools for research on the management of mathematics instruction: an example from geometry. (Las tareas matemáticas como instrumentos en la investigación de los fenómenos de gestión de la instrucción: un ejemplo en geometría.) (Spanish. English summary; Portuguese summary; French summary)
Av. Investig. Educ. Mat., No. 1, 5-22 (2012).
Classification: G40 D40 D50
18
Proof, proving, and teacher-student interaction: theories and contexts. (English)
Hanna, Gila (ed.) et al., Proof and proving in mathematics education. The 19th ICMI study. Berlin: Springer (ISBN 978-94-007-2128-9/hbk; 978-94-007-2129-6/ebook). New ICMI Study Series 15, 261-277 (2012).
Classification: E50 C70
19
On the instructional triangle and sources of justification for actions in mathematics teaching. (English)
ZDM, Int. J. Math. Educ. 44, No. 5, 601-612 (2012).
Classification: D20 D40 C70
20
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