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Result 1 to 9 of 9 total

Teachers’ awareness of the relationship between prior knowledge and new learning. (English)
J. Res. Math. Educ. 47, No. 1, 17-27 (2016).
Classification: C30 D39 C49
1
Fractions as numbers and extensions of the number system: developing activities based on research. (English)
Ohio J. Sch. Math. 73, 13-21 (2016).
Classification: F40
2
Student noticing in classroom settings: a process underlying influences on prior ways of reasoning. (English)
J. Math. Behav. 42, 69-91 (2016).
Classification: C73 E53 I23
3
Examining and elaborating upon the nature of elementary prospective teachers’ conceptions of partitive division with fractions. (English)
J. Math. Teach. Educ. 19, No. 6, 503-522 (2016).
Classification: C29 F40
4
Leveraging failure in design research. (English)
ZDM, Math. Educ. 47, No. 6, 963-979 (2015).
Classification: D20 C60 C70 C30
5
What can we learn by comparing students’ diagram-construction processes with the mathematical conceptions inferred from their explanations with completed diagrams? (English)
Math. Educ. Res. J. 26, No. 3, 607-634 (2014).
Classification: D53 H33 M53
6
Backward transfer: an investigation of the influence of quadratic functions instruction on students’ prior ways of reasoning about linear functions. (English)
Math. Think. Learn. 16, No. 2, 135-174 (2014).
Classification: C33 I23
7
Students’ mathematical noticing. (English)
J. Res. Math. Educ. 44, No. 5, 809-850 (2013).
Classification: I23 C33 C73
8
Using student reasoning to inform the development of conceptual learning goals: the case of quadratic functions. (English)
Math. Think. Learn. 14, No. 2, 85-119 (2012).
Classification: D33 H23
9
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Result 1 to 9 of 9 total

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