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Result 1 to 20 of 37 total

Effects of variations in task design on mathematics teachers’ learning experiences: a case of a sorting task. (English)
J. Math. Teach. Educ. 19, No. 4, 349-370 (2016).
Classification: D59 D39 C39
1
Practices for identifying, supporting and developing mathematical giftedness in schoolchildren: the scene in Israel. (English)
Eur. Math. Soc. Newsl. 99, 53-54 (2016).
Classification: C40 C90
2
Four (algorithms) in one (bag): an integrative framework of knowledge for teaching the standard algorithms of the basic arithmetic operations. (English)
Res. Math. Educ. 18, No. 1, 43-60 (2016).
Classification: F32 D39
3
A case study of an expert problem poser for mathematics competitions. (English)
Int. J. Sci. Math. Educ. 14, No. 1, 81-99 (2016).
Classification: D50 B60
4
Exploring insight: focus on shifts of attention. (English)
Learn. Math. 35, No. 2, 9-14 (2015).
Classification: I30
5
Proving as problem solving: the role of cognitive decoupling. (English)
J. Math. Behav. 40, Part B, 233-244 (2015).
Classification: E53 D53 G43
6
A fictional dialogue on infinitude of primes: introducing virtual duoethnography. (English)
Educ. Stud. Math. 88, No. 2, 163-181 (2015).
Classification: E20 F60
7
What do high school teachers mean by saying “I pose my own problems”? (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, 449-467 (2014).
Classification: D50 C29 D30 D40
8
Dismantling visual obstacles to comprehension of 2-D sketches depicting 3-D objects. (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. 5. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-365-4/v.5). 369-376 (2014).
Classification: G40 G80 D70 C30
9
Reconstruction of one mathematical invention: focus on structures of attention. (English)
Liljedahl, Peter (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. 4. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-364-7/v.4). 377-384 (2014).
Classification: D53 C23
10
Networking theories by iterative unpacking. (English. Spanish summary)
PNA 8, No. 4, 151-161, electronic only (2014).
Classification: D20 D50
11
The interplay of empirical and deductive reasoning in proving “if" and “only if" statements in a dynamic geometry environment. (English)
J. Math. Behav. 36, 150-165 (2014).
Classification: E53 G43 E43
12
Reflections on problem-solving. (English)
Fried, Michael N. (ed.) et al., Mathematics and mathematics education. Searching for common ground. Dordrecht: Springer (ISBN 978-94-007-7472-8/hbk; 978-94-007-7473-5/ebook). Advances in Mathematics Education, 113-135 (2014).
Classification: D50 C30 C40
13
The understanding understanding equivalence of matrices. (English)
Ubuz, Behiye (ed.) et al., CERME 8. Proceedings of the eigth congress of the European Society of Research in Mathematics Education, Antalya, Turkey, February 6‒10, 2013. Ankara: Middle East Technical University (ISBN 978-975-429-315-9). 2296-2305 (2013).
Classification: H65
14
A reference framework for teaching the standard algorithms of the four basic arithmetic operations: from theoretical analysis to task design. (English)
Ubuz, Behiye (ed.) et al., CERME 8. Proceedings of the eigth congress of the European Society of Research in Mathematics Education, Antalya, Turkey, February 6‒10, 2013. Ankara: Middle East Technical University (ISBN 978-975-429-315-9). 3217-3226 (2013).
Classification: D39 F32 D50
15
Networking theories by iterative unpacking. (English)
Ubuz, Behiye (ed.) et al., CERME 8. Proceedings of the eigth congress of the European Society of Research in Mathematics Education, Antalya, Turkey, February 6‒10, 2013. Ankara: Middle East Technical University (ISBN 978-975-429-315-9). 2840-2849 (2013).
Classification: D20
16
What do high school mathematics teachers mean by saying “I pose my own problems?". (English)
Lindmeier, Anke M. (ed.) et al., Proceedings of the 37th conference of the International Group for the Psychology of Mathematics Education “Mathematics learning across the life span", PME 37, Kiel, Germany, July 28‒August 2, 2013. Vol. 3. Kiel: IPN‒Leibniz Institute for Science and Mathematics Education at the University of Kiel (ISBN 978-3-89088-289-5). 185-192 (2013).
Classification: D54 C29
17
Decoding a proof of Fermat’s little theorem via script writing. (English)
J. Math. Behav. 32, No. 3, 364-376 (2013).
Classification: F65 E55 C35 D75
18
Ways of thinking associated with mathematics teachers’ problem posing in the context of division of fractions. (English)
Instr. Sci. 41, No. 4, 681-698 (2013).
Classification: C39 D50 F90 F40 D79
19
Dissecting success stories on mathematical problem posing: a case of the billiard task. (English)
Educ. Stud. Math. 83, No. 1, 71-86 (2013).
Classification: D50 M90 G40
20
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