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Result 1 to 9 of 9 total

Turn vs. shape: teachers cope with incompatible perspectives on angle. (English)
Educ. Stud. Math. 93, No. 2, 223-243 (2016).
Classification: G49 C39
1
A curious case of superscript ($-1$): prospective secondary mathematics teachers explain. (English)
J. Math. Behav. 43, 98-110 (2016).
Classification: E40 F50 H40 I20
2
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
3
$\sqrt{9}= ?$ The answer depends on your lecturer. (English)
Res. Math. Educ. 18, No. 3, 283-298 (2016).
Classification: F55
4
Learning from the experts in mathematics education research. (English)
Far East J. Math. Educ. 15, No. 1, 35-56 (2015).
Classification: D20
5
Why do experts pose problems for mathematics competitions? (English)
Bernack-Schüler, Carola (ed.) et al., Views and beliefs in mathematics education. Results of the 19th MAVI conference, Freiburg, Germany, September 25‒28, 2013. Wiesbaden: Springer Spektrum (ISBN 978-3-658-09613-7/pbk; 978-3-658-09614-4/ebook). Freiburger Empirische Forschung in der Mathematikdidaktik, 171-181 (2015).
Classification: C20 B60 D50
6
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
7
Feeling of innovation in expert problem posing. (English)
Nord. Mat.didakt. 17, No. 3-4, 199-212 (2012).
Classification: C20 D50
8
An exploratory framework for handling the complexity of mathematical problem posing in small groups. (English)
J. Math. Behav. 31, No. 1, 149-161 (2012).
Classification: D50 C60
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Result 1 to 9 of 9 total

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