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Result 1 to 10 of 10 total

Expect the unexpected when teaching probability. (English)
Math. Teach. (Derby) 245, 29-32 (2015).
Classification: K53 D73 C33
1
The process of instructional change: insights from the problem-solving cycle. (English)
Li, Yeping (ed.) et al., Transforming mathematics instruction. Multiple approaches and practices. Cham: Springer (ISBN 978-3-319-04992-2/hbk; 978-3-319-04993-9/ebook). Advances in Mathematics Education, 335-354 (2014).
Classification: D40 C70 D39
2
Examining novice teacher leaders’ facilitation of mathematics professional development. (English)
J. Math. Behav. 33, 149-167 (2014).
Classification: B50 D39 D49
3
Mathematics professional development: critical features for developing leadership skills and building teachers’ capacity. (English)
Math. Teach. Educ. Dev. 13, No. 1, 115-136 (2011).
Classification: B50
4
Using video representations of teaching in practice-based professional development programs. (English)
ZDM, Int. J. Math. Educ. 43, No. 1, 175-187 (2011).
Classification: D50
5
Professional development to support students’ algebraic reasoning: an example from the problem-solving cycle model. (English)
Cai, Jinfa (ed.) et al., Early algebraization. A global dialogue from multiple perspectives. Berlin: Springer (ISBN 978-3-642-17734-7/hbk; 978-3-642-17735-4/ebook). Advances in Mathematics Education, 429-452 (2011).
Classification: B50 H20
6
Talking generally or generally talking in an algebra classroom. (English)
Math. Teach. Middle Sch. 14, No. 5, 304-310 (2008).
Classification: C33 H23 E43
7
Alternative uses for junk mail: how environmental print supports mathematical literacy. (English)
Math. Teach. Middle Sch. 12, No. 6, 326-332 (2007).
Classification: C53 D43
8
The problem-dolving cycle: A model to support the development of teachers’ professional knowledge. (English)
Math. Think. Learn. 9, No. 3, 271-300 (2007).
Classification: B50 C49 D59
9
Using modeling eliciting problems to examine students’ understanding of early functional reasoning. (English)
Hitt, Fernando et al., Psychology of mathematics education (PME-NA XXI). Vol. 2. ,. 593-598 (1999).
Classification: I20
10
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