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Result 1 to 7 of 7 total

Knowledge and motivation as mediators in mathematics teaching practice: the case of drawn models for fraction arithmetic. (English)
J. Math. Teach. Educ. 18, No. 5, 467-488 (2015).
Classification: C29 C39 C70 F43
1
Understanding teacher affect, knowledge, and instruction over time: an agenda for research on productive disposition for teaching mathematics. (English)
J. Math. Teach. Educ. 18, No. 5, 401-406 (2015).
Classification: A60 B50 C29 C39 C70 D20
2
Using covariation reasoning to support mathematical modeling. (English)
Math. Teach. (Reston) 107, No. 7, 515-519 (2014).
Classification: F93 H23 I23
3
Using coordination classes to analyze preservice middle-grades teachers’ difficulties in determining direct proportion relationships. (English)
Lo, Jane-Jane (ed.) et al., Research trends in mathematics teacher education. Selected papers based on the presentations at the 34th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, PME-NA, Kalamazoo, MI, USA, November 1‒4, 2012. Cham: Springer (ISBN 978-3-319-02561-2/hbk; 978-3-319-02562-9/ebook). Research in Mathematics Education, 47-65 (2014).
Classification: D79 F89 F49 D39
4
Teachers’ conceptions of integrated mathematics curricula. (English)
Sch. Sci. Math. 113, No. 6, 285-296 (2013).
Classification: C29 D33 D34
5
Measuring mathematical knowledge for teaching fractions with drawn quantities. (English)
J. Res. Math. Educ. 43, No. 4, 391-427 (2012).
Classification: D69 C49 F40 F70
6
A Successful Program for Women Faculty and Graduate Students in Natural Sciences, Mathematics, and Engineering at the University of Nevada, Las Vegas. (English)
J. Women Minor. Sci. Eng. 6, No. 4, 313-30 (2000).
Classification: A45
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