Result **1** to **20** of **29** total

A look at two algebra tasks involving sequential data, that seem to prompt a scalar rather than function approach to the underlying linear relation. (English)

Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 35, No. 3. Proceedings of the day conference, University of Reading, UK, November 7, 2015. London: British Society for Research into Learning Mathematics (BSRLM). 72-77 (2016).

1

Nursing students’ experiences of learning numeracy for professional practice. (English)

Adults Learn. Math. 11, No. 1, 43-58, electronic only (2016).

2

Mathematics teaching: tales of the unexpected. (English)

Res. Math. Educ. 17, No. 2, 71-73 (2015).

3

Improving students’ understanding of algebra and multiplicative reasoning: did the ICCAMS intervention work? (English)

Pope, Sue (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Proceedings of the British congress of mathematics education, BCME-8, University of Nottingham, UK, April 14‒17, 2014. London: British Society for Research into Learning Mathematics (BSRLM). 167-174 (2014).

4

The use of alternative double number lines as models of ratio tasks and as models for ratio relations and scaling. (English)

Pope, Sue (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Proceedings of the British congress of mathematics education, BCME-8, University of Nottingham, UK, April 14‒17, 2014. London: British Society for Research into Learning Mathematics (BSRLM). 231-238 (2014).

5

Shanghai mathematics exchange ‒ views, plans and discussion. (English)

Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 34, No. 3. Proceedings of the day conference, University of Leicester, UK, November 8, 2014. London: British Society for Research into Learning Mathematics (BSRLM). 19-24 (2014).

6

Learning experiences designed to develop multiplicative reasoning: using models to foster learners’ understanding. (English)

Toh, Pee Choon (ed.) et al., Learning experiences to promote mathematics learning. Yearbook 2014, Association of Mathematics Educators. Hackensack, NJ: World Scientific; (ISBN 978-981-4612-90-6/hbk; 978-981-4612-93-7/ebook). 187-208 (2014).

7

Learning experiences designed to develop algebraic thinking: lessons from the ICCAMS project in England. (English)

Toh, Pee Choon (ed.) et al., Learning experiences to promote mathematics learning. Yearbook 2014, Association of Mathematics Educators. Hackensack, NJ: World Scientific; (ISBN 978-981-4612-90-6/hbk; 978-981-4612-93-7/ebook). 171-186 (2014).

8

Curriculum, teachers and teaching: experiences from systemic and local curriculum change in England. (English)

Li, Yeping (ed.) et al., Mathematics curriculum in school education. Dordrecht: Springer (ISBN 978-94-007-7559-6/hbk; 978-94-007-7560-2/ebook). Advances in Mathematics Education, 377-389 (2014).

9

Syntactic and semantic items in algebra tests ‒ a conceptual and empirical view. (English)

Ubuz, Behiye (ed.) et al., CERME 8. Proceedings of the eigth congress of the European Society of Research in Mathematics Education, Antalya, Turkey, February 6‒10, 2013. Ankara: Middle East Technical University (ISBN 978-975-429-315-9). 500-509 (2013).

10

Measuring conceptual understanding: the case of fractions. (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). 113-120 (2013).

11

CERME7 working group 3: algebraic thinking. (English)

Res. Math. Educ. 14, No. 2, 189-190 (2012).

12

European research in mathematics education: a ‘spirit’ of inclusion and scientific quality. (English)

Res. Math. Educ. 14, No. 2, 107-108 (2012).

13

English school students understanding of algebra, in the 1970s and now. (Das Algebraverständnis englischer Schüler in den 70er Jahren und heute.) (German)

Mathematikunterricht 57, No. 2, 41-54 (2011).

14

Knowing and identity: A situated theory of mathematics knowledge in teaching. (English)

Rowland, Tim (ed.) et al., Mathematical knowledge in teaching. Berlin: Springer (ISBN 978-90-481-9765-1/hbk; 978-90-481-9766-8/ebook). Mathematics Education Library 50, 27-42 (2011).

15

Lower secondary school students’ knowledge of fractions. (English)

Res. Math. Educ. 12, No. 1, 75-76 (2010).

16

Lower secondary school students’ attitudes to mathematics: evidence from a large-scale survey in England. (English)

Res. Math. Educ. 12, No. 2, 155-156 (2010).

17

The struggle to achieve multiplicative reasoning 11‒14. (English)

Joubert, M. (ed.) et al., Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 30, No. 1. Proceedings of the British congress of mathematics education, BCME-7, University of Manchester, UK, April 6‒9. 2010. London: British Society for Research into Learning Mathematics (BSRLM). 49-56 (2010).

18

Lower secondary school students’ knowledge of fractions. (English)

Joubert, M. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 29, No. 1. Proceedings of the day conference held at the University of Cambridge, UK, February 28, 2009. London: British Society for Research into Learning Mathematics (BSRLM). 55-60 (2009).

19

Lower secondary school students’ attitudes to mathematics: Evidence from a large-scale survey in England. (English)

Joubert, M. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 29, No. 3. Proceedings of the day conference held at the Loughborough University, UK, November 14, 2009. London: British Society for Research into Learning Mathematics (BSRLM). 49-54 (2009).

20

Result **1** to **20** of **29** total