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“$x$-arbitrary means any number, but you do not know which one”. The epistemic role of languages while constructing meaning for the variable as generalizers. (English)
Halai, Anjum (ed.) et al., Teaching and learning mathematics in multilingual classrooms. Issues for policy, practice and teacher education. Rotterdam: Sense Publishers (ISBN 978-94-6300-228-8/hbk; 978-94-6300-227-1/pbk; 978-94-6300-229-5/ebook). 89-108 (2016).
Classification: C50 E40 H20 H30
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Low achieving eighth graders learn to crack word problems: a design research project for aligning a strategic scaffolding tool to students’ mental processes. (English)
ZDM, Math. Educ. 47, No. 6, 947-962 (2015).
Classification: F93 C43 C53 D53 D73 H23 D20
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The word problem cracker. An example on the specification and support of subject-specific strategies to read and understand. (Der Textaufgabenknacker. Ein Beispiel zur Spezifizierung und Förderung fachspezifischer Lese- und Verstehensstrategien.) (German)
MNU, Math. Naturwiss. Unterr. 68, No. 3, 138-144 (2015).
Classification: C53 E43 F93 H23
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Why $\frac{3}{4}$ of $20$, and where is the circle? Exploring fractions as parts of sets in an action-oriented and operative way. (Wieso $\frac{3}{4}$ von $20$, und wo ist der Kreis? Brüche für Teile von Mengen handlungsorientiert und operativ erarbeiten.) (German)
PM Prax. Math. Sch. 55, No. 52, 9-14 (2013).
Classification: F43 D43 E43
4
“Explain it in Turkish.” Taking up the resource of first language in mathematics teaching. (“Erkläre es mal auf Türkisch.” Anknüpfen an die Ressource Erstsprache im Mathematikunterricht.) (German)
PM Prax. Math. Sch. 54, No. 45, 24-27 (2012).
Classification: C50 C60 D40
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