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Result 1 to 20 of 25 total

Mathematical problem posing as a measure of curricular effect on students’ learning: a response. (English)
Educ. Stud. Math. 91, No. 1, 9-10 (2016).
Classification: D50 D30 I20
1
How do textbooks incorporate mathematical problem posing? An international comparative study. (English)
Felmer, Patricio (ed.) et al., Posing and solving mathematical problems. Advances and new perspectives. Cham: Springer (ISBN 978-3-319-28021-9/hbk; 978-3-319-28023-3/ebook). Research in Mathematics Education, 3-22 (2016).
Classification: D50 D30 U20
2
Achieving coherence in the mathematics classroom: toward a framework for examining instructional coherence. (English)
Fan, Lianghuo (ed.) et al., How Chinese teach mathematics. Perspectives from insiders. Hackensack, NJ: World Scientific (ISBN 978-981-4415-81-1/hbk; 978-981-4415-83-5/ebook). Series on Mathematics Education 6, 111-148 (2015).
Classification: C70 C50
3
Longitudinally investigating the impact of curricula and classroom emphases on the algebra learning of students of different ethnicities. (English)
Middleton, James A. (ed.) et al., Large-scale studies in mathematics education. Cham: Springer (ISBN 978-3-319-07715-4/hbk; 978-3-319-07716-1/ebook). Research in Mathematics Education, 45-60 (2015).
Classification: D33 C73 C33 C63 H23 H33 D20
4
The role of large-scale studies in mathematics education. (English)
Middleton, James A. (ed.) et al., Large-scale studies in mathematics education. Cham: Springer (ISBN 978-3-319-07715-4/hbk; 978-3-319-07716-1/ebook). Research in Mathematics Education, 405-415 (2015).
Classification: D20
5
Measuring change in mathematics learning with longitudinal studies: conceptualization and methodological issues. (English)
Middleton, James A. (ed.) et al., Large-scale studies in mathematics education. Cham: Springer (ISBN 978-3-319-07715-4/hbk; 978-3-319-07716-1/ebook). Research in Mathematics Education, 293-309 (2015).
Classification: D20 C30
6
Why mathematics education needs large-scale research. (English)
Middleton, James A. (ed.) et al., Large-scale studies in mathematics education. Cham: Springer (ISBN 978-3-319-07715-4/hbk; 978-3-319-07716-1/ebook). Research in Mathematics Education, 1-13 (2015).
Classification: D20
7
Large-scale studies in mathematics education. (English)
Research in Mathematics Education. Cham: Springer (ISBN 978-3-319-07715-4/hbk; 978-3-319-07716-1/ebook). xxix, 432~p. (2015).
Classification: A60 D20
8
Problem-posing research in mathematics education: some answered and unanswered questions. (English)
Singer, Florence Mihaela (ed.) et al., Mathematical problem posing. From research to effective practice. New York, NY: Springer (ISBN 978-1-4614-6257-6/hbk; 978-1-4614-6258-3/ebook). Research in Mathematics Education, 3-34 (2014).
Classification: D50 D20
9
Problem-solving strategies as a measure of longitudinal curricular effects on student learning. (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). 233-240 (2014).
Classification: D53 D33
10
Chinese and Singaporean sixth-grade students’ strategies for solving problems about speed. (English)
Educ. Stud. Math. 87, No. 1, 27-50 (2014).
Classification: D53 M53 F93
11
An investigation of teachers’ intentions and reflections about using standards-based and traditional textbooks in the classroom. (English)
ZDM, Int. J. Math. Educ. 45, No. 5, 699-711 (2013).
Classification: U20 C29 D30 B70
12
Mathematical problem posing as a measure of curricular effect on students’ learning. (English)
Educ. Stud. Math. 83, No. 1, 57-69 (2013).
Classification: D50 B70 D30
13
A real proof of the principal axis theorem. (English)
Coll. Math. J. 43, No. 2, 172-173 (2012).
Classification: G75
14
Scientific and mathematical bodies. The interface of culture and mind. (English)
New Directions in Mathematics and Science Education 22. Rotterdam: Sense Publishers (ISBN 978-94-6091-565-9/pbk; 978-94-6091-566-6/hbk). 191~p. (2011).
Classification: C60 C30
15
A study on students\rq responses to non-routine problems using numerals or figures. (Korean. English summary)
J. Korea Soc. Math. Educ. Ser. A, Math. Educ. 49, No. 1, 39-51 (2010).
Classification: C30
16
Textbook constructions with straightedge and compass. (Korean. English summary)
East Asian Math. J. 26, No. 2, 151-164 (2010).
Classification: G40
17
A study on the application of inclusion-exclusion method in Soma Cube activity. (Korean. English summary)
J. Korea Soc. Math. Educ. Ser. A, Math. Educ. 48, No. 1, 33-45 (2009).
Classification: U63
18
Does mathematical learning occur in going from concrete to abstract or in going from abstract to concrete? (English)
J. Math. Behav. 25, No. 4, 334-344 (2006).
Classification: C30
19
On the relation of abstract and concrete in scientists’ graph interpretations: A case study. (English)
J. Math. Behav. 25, No. 4, 318-333 (2006).
Classification: C30 I20
20
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Result 1 to 20 of 25 total

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