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CERME 9. Proceedings of the ninth congress of the European Society of Research in Mathematics Education, Prague, Czech Republic, February 4‒8, 2015. (English)
Prague: Charles University in Prague, Faculty of Education and ERME (ISBN 978-80-7290-844-8). xx, 3309~p. (2015).
Classification: A60 D10
1
Scaling up professional development: changes and challenges. (English)
Maaß, Katja (ed.) et al., Educating the educators: international approaches to scaling-up professional development in mathematics and science education. Proceedings of the conference hosted jointly by project mascil (mathematics and science for life) and the German Centre for Mathematics Education (DZLM), Essen, Germany, December 15‒16, 2014. Münster: WTM-Verlag (ISBN 978-3-942197-77-9/pbk; 978-3-942197-85-4/ebook). Conference Proceedings in Mathematics Education 2, 96-110 (2015).
Classification: D20 B50
2
The TEDS-M: important issues, results and questions. (English)
Cho, Sung Je (ed.), The proceedings of the 12th international congress on mathematics education. Intellectual and attitudinal challenges, COEX, Seoul, Korea, July 8‒15, 2012. Cham: Springer (ISBN 978-3-319-10685-4/pbk; 978-3-319-12688-3/ebook). 99-121 (2015).
Classification: D20 B50
3
Reflections on the increasing relevance of large-scale professional development. (English)
ZDM, Math. Educ. 47, No. 1, 143-151 (2015).
Classification: D39 D49 B50
4
Commentary for Section 2: inclusive practices in mathematics teaching ‒ the need for noticing and producing relevant differences. (English)
Bishop, Alan (ed.) et al., Diversity in mathematics education. Towards inclusive practices. Cham: Springer (ISBN 978-3-319-05977-8/hbk; 978-3-319-05978-5/ebook). Mathematics Education Library, 185-189 (2015).
Classification: D20 C60
5
Facilitating stakeholders: experiences from the Austrian IMST project. (English)
Math. Enthus. 11, No. 1, 123-134 (2014).
Classification: D39 B50 D20
6
Teachers as stakeholders in mathematics education research. (English)
Math. Enthus. 11, No. 1, 49-60 (2014).
Classification: D29 B50 D39
7
Researching the sustainable impact of professional development programmes on participating teachers’ beliefs. (English)
Li, Yeping (ed.) et al., Proficiency and beliefs in learning and teaching mathematics. Learning from Alan Schoenfeld and Günter Törner. Rotterdam: Sense Publishers (ISBN 978-94-6209-298-3/hbk; 978-94-6209-297-6/pbk). Mathematics Teaching and Learning 1, 139-155 (2013).
Classification: C29 B50
8
Sociomathematical norms: in search of the normative aspects of mathematical discussions. (English)
Eur. Math. Soc. Newsl. 88, 59-61 (2013).
Classification: D20 C60 C20
10
Inquiry-based learning for students, teachers, researchers, and representatives of educational administration and policy: reflections on a nation-wide initiative fostering educational innovations. (English)
ZDM, Int. J. Math. Educ. 45, No. 6, 875-886 (2013).
Classification: B50 D20 D40 A40
11
Linking research to practice: teachers as key stakeholders in mathematics education research. (English)
Clements, M. A. (ed.) et al., Third international handbook of mathematics education. Berlin: Springer (ISBN 978-1-4614-4683-5/hbk; 978-1-4614-4684-2/ebook). Springer International Handbooks of Education 27, 361-392 (2013).
Classification: D20 C60
12
Solid findings in mathematics education on teacher knowledge: it is necessary that teachers are mathematically proficient, but is it sufficient? (English)
Eur. Math. Soc. Newsl. 83, 46-50 (2012).
Classification: B50
13
Mathematical didactics as a challenging science ‒ or: on the complexity of teaching and learning as well as researching in the field. (Mathematikdidaktik als herausfordernde Wissenschaft ‒ oder: zur Komplexität des Lehrens und Lernens von Mathematik sowie des Erforschens desselben.) (German)
Blum, Werner (ed.) et al., Mathematikunterricht im Kontext von Realität, Kultur und Lehrerprofessionalität. Festschrift für Gabriele Kaiser. Heidelberg: Springer Spektrum (ISBN 978-3-8348-2388-5/pbk; 978-3-8348-2389-2/ebook). 376-380 (2012).
Classification: D20 C70
14
Do theorems admit exceptions? Solid findings in mathematics education on empirical proof schemes. (English)
Eur. Math. Soc. Newsl. 82, 50-53 (2011).
Classification: E50
15
Ways of promoting the sustainability of mathematics teachers’ professional development. (English)
ZDM, Int. J. Math. Educ. 43, No. 6-7, 875-887 (2011).
Classification: B50
16
Effects of a research-based learning approach in teacher professional development. (English)
Li, Yeping (ed.) et al., Expertise in mathematics instruction. An international perspective. New York, NY: Springer (ISBN 978-1-4419-7706-9/hbk; 978-1-4419-7707-6/ebook). 131-150 (2011).
Classification: B50 C79 D49
17
Participants in mathematics teacher education. (English)
The International Handbook of Mathematics Teacher Education 3. Rotterdam: Sense Publishers (ISBN 978-90-8790-548-4/hbk; 978-90-8790-547-7/pbk). 392~p. (2008).
Classification: A60 B50
18
Subject-related educational management. Course design and first results of the accompanying research. (Fachbezogenes Bildungsmanagement. Konzeption eines Lehrgangs und erste Befunde der Begleitforschung.) (German)
Peter-Koop, Andrea (ed.) et al., Mathematische Bildung ‒ mathematische Leistung. Festschrift für Michael Neubrand zum 60. Geburtstag. Hildesheim: Franzbecker (ISBN 978-3-88120-447-7/pbk). 79-95 (2007).
Classification: B50
19
Subject related education management: course concept and first findings from accompanying research. (English)
Sriraman, Bharath (ed.), Beliefs and mathematics. Festschrift in honor of Günter Törner’s 60th birthday. Charlotte, NC: Information Age Publishing; Missoula, MT: University of Montana (ISBN 978-1-593-11868-6/pbk; 978-1-593-11869-3/hbk). The Montana Mathematics Enthusiast. Monograph 3, 168-180 (2007).
Classification: B50
20
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