Result **1** to **18** of **18** total

Geometry students’ self-determination and their engagement in mathematical whole class discussion. (English)

Investig. Math. Learn. 8, No. 2, 17-36 (2016).

1

Writing in mathematics: a survey of K‒12 teachers’ reported frequency in the classroom. (English)

Sch. Sci. Math. 116, No. 5, 276-285 (2016).

2

Effects of a tablet-based mathematics application for pre-school children. (English)

J. Comput. Math. Sci. Teach. 35, No. 1, 61-79 (2016).

3

Using multimedia questionnaires to study influences on the decisions mathematics teachers make in instructional situations. (English)

ZDM, Math. Educ. 48, No. 1-2, 167-183 (2016).

4

Making use of what’s given: children’s detailing in mathematical argumentative writing. (English)

J. Math. Behav. 41, 68-86 (2016).

5

Animating preservice teachers’ noticing. (English)

Math. Teach. Educ. Dev. 17, No. 2, 25-44 (2015).

6

Mathematics teachers’ recognition of an obligation to the discipline and its role in the justification of instructional actions. (English)

Oesterle, Susan (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. 3. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-363-0/v.3). 273-280 (2014).

7

What students say about their mathematical thinking when they listen. (English)

Sch. Sci. Math. 114, No. 5, 214-223 (2014).

8

Perceptions and reality: one teacher’s use of prompts in mathematical discussions. (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). 41-48 (2014).

9

Using representations of practice to elicit mathematics teachers’ tacit knowledge of practice: a comparison of responses to animations and videos. (English)

J. Math. Teach. Educ. 17, No. 6, 515-537 (2014).

10

What actions do teachers envision when asked to facilitate mathematical argumentation in the classroom? (English)

Math. Educ. Res. J. 26, No. 3, 459-476 (2014).

11

Mathematical knowledge for teaching and its specificity to high school geometry instruction. (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, 23-45 (2014).

12

Students’ quality of mathematical discussion and their self-determination in mathematics. (English)

Investig. Math. Learn. 4, No. 3, 15-31 (2012).

13

The effect of student discussion frequency on fifth-grade students’ mathematics achievement in U.S. schools. (English)

J. Exp. Educ. (Philadelphia) 80, No. 2, 173-195 (2012).

14

Geometry students’ hedged statements and their self-regulation of mathematics. (English)

J. Math. Behav. 31, No. 4, 489-499 (2012).

15

Student enrollment in classes with frequent mathematical discussion and its longitudinal effect on mathematics achievement. (English)

Math. Enthus. 9, No. 1/2, 111-148 (2012).

16

Relationships between the process standards: process elicited through letter writing between preservice teachers and high school mathematics students. (English)

Sch. Sci. Math. 112, No. 6, 340-348 (2012).

17

Mathematical communication and its relation to the frequency of manipulative use. (English)

Int. Electron. J. Math. Educ. 5, No. 2, 79-90 (2010).

18

Result **1** to **18** of **18** total