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Result 1 to 20 of 63 total

The nested epistemic actions model for abstraction in context: theory as methodological tool and methodological tool as theory. (English)
Bikner-Ahsbahs, Angelika (ed.) et al., Approaches to qualitative research in mathematics education. Examples of methodology and methods. Dordrecht: Springer (ISBN 978-94-017-9180-9/hbk; 978-94-017-9181-6/ebook). Advances in Mathematics Education, 185-217 (2015).
Classification: D20
1
Perceiving permutations as distinct outcomes: the accommodation of a complex knowledge system. (English)
Educ. Stud. Math. 88, No. 1, 43-64 (2015).
Classification: K53 E53 C33
2
Investigating students’ geometrical proofs through the lens of students’ definitions. (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). 217-224 (2014).
Classification: E50 G40 D70
3
From knowledge agents to knowledge agency. (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). 281-288 (2014).
Classification: C33 D43 K53
4
Knowledge shifts in a probability classroom: a case study coordinating two methodologies. (English)
ZDM, Int. J. Math. Educ. 46, No. 3, 363-387 (2014).
Classification: C30 K50 D20
5
Knowledge shifts and knowledge agents in the classroom. (English)
J. Math. Behav. 33, 192-208 (2014).
Classification: C35 C75 I75
6
When visual and verbal representations meet the case of geometrical figures. (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). 409-416 (2013).
Classification: G20 C30
7
Conceptual learning in a principled design problem solving environment. (English)
Res. Math. Educ. 15, No. 3, 266-285 (2013).
Classification: D52 C32 G22 D42
8
Knowledge shifts and knowledge agents. (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. 3. Kiel: IPN‒Leibniz Institute for Science and Mathematics Education at the University of Kiel (ISBN 978-3-89088-289-5). 49-56 (2013).
Classification: C30
9
Learning beginning algebra in a computer-intensive environment. (English)
ZDM, Int. J. Math. Educ. 45, No. 3, 377-391 (2013).
Classification: H23 H33 U53 C73 C33 D43
10
From visual reasoning to logical necessity through argumentative design. (English)
Educ. Stud. Math. 79, No. 1, 19-40 (2012).
Classification: E49 E45 E59 E55 B50
11
Partially correct constructs illuminate students’ inconsistent answers. (English)
Educ. Stud. Math. 75, No. 1, 65-87 (2010).
Classification: C30 K50 D20
12
Transitions among different symbolic generalizations by algebra beginners in a computer intensive environment. (English)
Educ. Stud. Math. 69, No. 1, 53-71 (2008).
Classification: D33 D43 H23 U73 U53
13
Learning beginning algebra with spreadsheets in a computer intensive environment. (English)
J. Math. Behav. 27, No. 1, 48-63 (2008).
Classification: U53 H23 C73
14
Abstracting processes, from individuals’ constructing of knowledge to a group’s "shared knowledge". (English)
Math. Educ. Res. J. 19, No. 2, 41-68 (2007).
Classification: C30
15
Constructing and consolidating of algebraic knowledge within dyadic processes: a case study. (English)
Educ. Stud. Math. 63, No. 3, 235-258 (2006).
Classification: C30 H20
16
Partial knowledge constructs for the probability area model. (English)
Novotná, Jarmila (ed.) et al., Mathematics in the centre. Proceedings of the 30th annual conference of the International Group for the Psychology of Mathematics Education, PME, Prague, Czech Republic, July 16‒21, 2006. Vol. 1-5. Prague: Charles University, Faculty of Education. Part 4, 449-456 (2006).
Classification: K53 C33
17
The role of the teacher in turning claims to arguments. (English)
Novotná, Jarmila (ed.) et al., Mathematics in the centre. Proceedings of the 30th annual conference of the International Group for the Psychology of Mathematics Education, PME, Prague, Czech Republic, July 16‒21, 2006. Vol. 1-5. Prague: Charles University, Faculty of Education. Part 5, 65-72 (2006).
Classification: C53 C73 K53
18
Teacher guidance of knowledge construction. (English)
Johnsen Høines, Marit (ed.) et al., Proceedings of the 28th international conference of the International Group for the Psychology of Mathematics Education, PME 28, Bergen, Norway, July 14‒18, 2004. Bergen: Bergen University College. Part IV, 169-176 (2004).
Classification: C33 C53 C73 A63
19
Analyses of activity design in geometry in the light of student actions. (English)
Can. J. Sci. Math. Technol. Educ. 2, No. 4, 529-552 (2002).
Classification: E50
20
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