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Result 1 to 20 of 38 total

An arithmetic-algebraic work space for the promotion of arithmetic and algebraic thinking: triangular numbers. (English)
ZDM, Math. Educ. 48, No. 6, 775-791 (2016).
Classification: F60 H20 D20
1
Generalization, covariation, functions, and calculus. (English)
Gutiérrez, Ángel (ed.) et al., The second handbook of research on the psychology of mathematics education. The journey continues. Rotterdam: Sense Publishers (ISBN 978-94-6300-560-9/hbk; 978-94-6300-559-3/pbk; 978-94-6300-561-6/ebook). 3-38 (2016).
Classification: D20 C10
2
Evolution of prospective school teachers’ conceptions on mathematical modelling. (Evolution des conceptions de futurs enseignants du primaire sur la modélisation mathématique.) (French. English summary, Spanish summary)
Ann. Didact. Sci. Cogn. 20, 149-179 (2015).
Classification: M19 C25 C39
3
Self-control engaged in algebra: analyses of students’ productions and a clarification on their conceptualization in problem solving. (Le contrôle exercé en algèbre: conceptualisation et analyses en résolution de problèmes.) (French. English summary)
Ann. Didact. Sci. Cogn. 20, 61-100 (2015).
Classification: D53 C23 C43 H23 H33
4
Technology in the teaching and learning of mathematics in the twenty-first century: what aspects must be considered? ‒ A commentary. (English)
Gellert, Uwe (ed.) et al., Educational paths to mathematics. A C.I.E.A.E.M. sourcebook. Collected papers based on the presentations at the 63rd and 64th conference, Barcelona, Spain, summer 2011 and Rhodes, Greece, summer 2012. Cham: Springer (ISBN 978-3-319-15409-1/hbk; 978-3-319-15410-7/ebook). Advances in Mathematics Education, 383-390 (2015).
Classification: U70 D20
5
Covariation between variables in a modelling process: the ACODESA (collaborative learning, scientific debate and self-reflection) method. (English)
Educ. Stud. Math. 88, No. 2, 201-219 (2015).
Classification: D43 K43 M93 D53
6
From arithmetic to algebra: triangular numbers, technology and ACODESA. (De la aritmética al álgebra: números triangulares, tecnología y ACODESA.) (Spanish. English summary)
REDIMAT, J. Res. Math. Educ. 3, No. 3, 220-252, electronic only (2014).
Classification: F43 H23 F63
7
Activity theory, interactionism and social constructivism. What theoretical framework in the construction of mathematical knowledge is related to representations? (Théorie de l’activité, interactionnisme et socioconstructivisme. Quel cadre théorique autour des représentations dans la construction des connaissances mathématiques?) (French. English summary)
Ann. Didact. Sci. Cogn. 18, 9-27 (2013).
Classification: C30 D20
8
Theoretical elements in learning and teaching mathematics based on social interactionism. (Elementi teorici sull’ apprendimento e l’insegnamento delle matematica basati sull’ interazionismo sociale.) (Italian. English summary)
Educ. Mat. (Cagliari) 32, No. 2, 31-44 (2011).
Classification: C70 D50
9
Theoretical elements in learning and teaching mathematics based on social interactionism. (Elementos teóricos sobre el aprendizaje y la instrucción de las matemáticas basados en un interaccionismo social.) (Spanish)
Educ. Mat. (Cagliari) 32, No. 2, 5-30 (2011).
Classification: C70 D50
10
Construction of mathematical knowledge using graphic calculators (CAS) in the mathematics classroom. (English)
Int. J. Math. Educ. Sci. Technol. 42, No. 6, 723-735 (2011).
Classification: B50 C30 R20 U70
11
Research in collegiate mathematics education. VII. (English)
CBMS Issues in Mathematics Education 16. Providence, RI: American Mathematical Society (AMS); Washington, DC: Mathematical Association of America (MAA) (ISBN 978-0-8218-4996-5/pbk). xii, 261~p. (2010).
Classification: A60 C35 C75 E55
12
Mathematical thinking, conceptual frameworks: a review of structures for analyzing problem-solving protocols. (English)
Far East J. Math. Educ. 4, No. 2, 93-115 (2010).
Classification: D50 C30 D40
13
Constructing knowledge via a peer interaction in a CAS environment with tasks designed from a task-technique-theory perspective. (English)
Int. J. Comput. Math. Learn. 14, No. 2, 121-152 (2009).
Classification: C33 R23 D23 H23 H33 C53
14
Advanced numerical-algebraic thinking: Constructing the concept of covariation as a prelude to the concept of function. (English. Spanish summary)
Electron. J. Res. Educ. Psychol. 7, No. 1, Special:’The teaching - learning of mathematics’, 243-260 (2009).
Classification: C33 H23
15
Students’ functional representations and conceptions in the construction of mathematical concepts. An example: The concept of limit. (English. French summary)
Ann. Didact. Sci. Cogn. 11, 251-267 (2006).
Classification: C30 I10 D20
16
Research in collegiate mathematics education. VI. (English)
CBMS Issues in Mathematics Education 13. Providence, RI: American Mathematical Society (AMS) (ISBN 0-8218-4243-9/pbk). xiii, 248~p. (2006).
Classification: A60 C75
17
A comparison between two approaches, mathematics education with or without software and symbolic calculators. (Une comparaison entre deux approches, enseignement de mathématiques sans ou avec logiciels et calculatrices symboliques.) (French)
Giménez, Joaquim et al., Un défi pur l’éducation mathématique: Réconcilier le commun et le divers. Editorial GRAO, Barcelona (ISBN 84-7827-339-5). 351-359 (2004).
Classification: U70 D30 D50 P70
18
Research in collegiate mathematics education. V. (English)
CBMS Issues in Mathematics Education 12. Providence, RI: American Mathematical Society (AMS) (ISBN 0-8218-3302-2/pbk). xv, 206~p. (2003).
Classification: A60 D30 B70 I10 Reviewer: Valentina Dagienė (Vilnius)
19
The functional character of representations. (Le caractère fonctionnel des réprésentations.) (French)
Ann. Didact. Sci. Cogn. 8, 255-271 (2003).
Classification: C30
20
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Result 1 to 20 of 38 total

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