History


Help on query formulation
first | previous | 1 21 | next | last

Result 1 to 20 of 30 total

Three “moves" in enactivist research: a reflection. (English)
ZDM, Math. Educ. 47, No. 2, 307-317 (2015).
Classification: D20 C30
1
Radical constructivism and mathematics education. (English)
Carpenter, Thomas P. et al., Classics in mathematics education research. NCTM - National Council of Teachers of Mathematics, Reston, VA (ISBN 0-87353-565-0). 69-82 (2004).
Classification: D20
2
In Focus.. in God’s image and presence: Some notes based on an enactive view of human knowing. (English)
Math. Educ. (Athens) 12, No. 1, 24-28 (2002).
Classification: D20
3
Mathematics is about. (English)
Learn. Math. 21, No. 2, 16 (2001).
Classification: A30
4
Dichotomies of binoculars: reflections on the papers by Steffe and Thompson and by Lerman. (English)
J. Res. Math. Educ. 31, No. 2, 228-233 (2000).
Classification: C30
5
Language use in embodied action and interaction in knowing fractions. (English)
Hitt, Fernando et al., Psychology of mathematics education (PME-NA XXI). Vol. 1. ,. 109-127 (1999).
Classification: E42
6
Expanding the cognitive domain: the role(s) and consequences of interaction in mathematics knowing. (English)
Hitt, Fernando et al., Psychology of mathematics education (PME-NA XXI). Vol. 1. ,. 298-305 (1999).
Classification: C30
7
Symbols and meanings in school mathematics. (English)
Educ. Stud. Math. 32, No. 1, 93-97 (1997).
Classification: A50
8
Occasioning understanding: understanding occasioning. (English)
Dossey, John A. et al., Proceedings of the nineteenth annual meeting: Psychology of mathematics education (PME-NA XIX). Vol. 2. ,. 627-633 (1997).
Classification: C73
9
Theories for the classroom: connections between research and practice. (English)
Learn. Math. 17, No. 2, 31-33 (1997).
Classification: C70
10
Folding back to collect: knowing what you need to know. (English)
Puig, L. et al., 20th Conference of the International Group for the Psychology of Mathematics Education (PME 20). Proceedings. Vol. 4. ,. 147-154 (1996).
Classification: C30
11
Formulating the Fibonacci sequence: paths or jumps in mathematical understanding. (English)
Owens, D.T. et al., 17. annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA XVII). Proceedings. Vol. 1. ,. 123-128 (1995).
Classification: C30
12
Reflection and interactions on rational number thinking, learning and teaching: An introduction to the discussion group. (English)
Kirshner, D., Psychology of Mathematics Education. Proceedings. Vol. 1. ,. 53-56 (1994).
Classification: F40
13
Radical constructivism and mathematics education. (English)
J. Res. Math. Educ. 25, No. 6, 711-733 (1994).
Classification: C30
14
Growth in mathematical understanding: how can we characterise it and how can we represent it? (English)
Educ. Stud. Math. 26, No. 2-3, 165-190 (1994).
Classification: C30
15
Beyond metaphor: formalising in mathematical understanding within constructivist environments. (English)
Learn. Math. 14, No. 1, 39-43 (1994).
Classification: E20
16
Bonuses of understanding mathematical understanding. (English)
Robitaille, D.F. et al., Selected lectures from the 7th international congress on mathematical education (ICME 7). Presses de l’Université Laval, Sainte-Foy, Quebec (ISBN 2-7637-7370-2). 211-228 (1994).
Classification: C30
17
Creating constructivist environments and constructing creative mathematics. (English)
Educ. Stud. Math. 23, No. 5, 505-528 (1992).
Classification: C29
18
Watching Sandy’s understanding grow. (English)
J. Math. Behav. 11, No. 3, 243-257 (1992).
Classification: C32
19
Understanding for Teaching for Understanding. Verstehen des Unterrichts zum Verstehen. (English)
Alberta Journal of Education Research. (Sep 1990) v. 36(3) p. 191-201. CODEN: AJEDAQ [ISSN 0002-4805]
Classification: C30 C70
20
first | previous | 1 21 | next | last

Result 1 to 20 of 30 total

Valid XHTML 1.0 Transitional Valid CSS!