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Result 1 to 20 of 66 total

Adaptability as a developmental aspect of mathematical thinking in the early years. (English)
Meaney, Tamsin (ed.) et al., Mathematics education in the early years. Results from the POEM2 conference, Malmö, Sweden, 2014. Cham: Springer (ISBN 978-3-319-23933-0/hbk; 978-3-319-23935-4/ebook). 171-202 (2016).
Classification: C31
1
Methods for reconstructing processes of argumentation and participation in primary mathematics classroom interaction. (English)
Bikner-Ahsbahs, Angelika (ed.) et al., Approaches to qualitative research in mathematics education. Examples of methodology and methods. Dordrecht: Springer (ISBN 978-94-017-9180-9/hbk; 978-94-017-9181-6/ebook). Advances in Mathematics Education, 51-74 (2015).
Classification: D20 C72
2
The relationship between cultural expectation and the local realization of a mathematics learning environment. (English)
Kortenkamp, Ulrich (ed.) et al., Early mathematics learning. Selected papers of the POEM 2012 conference, Frankfurt am Main, Germany, February 27‒29, 2012. New York, NY: Springer (ISBN 978-1-4614-4677-4/hbk; 978-1-4614-4678-1/ebook). 71-83 (2014).
Classification: D31 C61 U61 D41
3
Early mathematics learning. Selected papers of the POEM 2012 conference, Frankfurt am Main, Germany, February 27‒29, 2012. (English)
New York, NY: Springer (ISBN 978-1-4614-4677-4/hbk; 978-1-4614-4678-1/ebook). xi, 326~p. (2014).
Classification: A60 C31 C32 D11 D12 U71 U72
4
Qualitative research in mathematics education: the interplay between theory development and adaption of research methods. (Qualitative mathematikdidaktische Forschung: das Wechselspiel zwischen Theorieentwicklung und Adaption von Untersuchungsmethoden.) (German)
Bruder, Regina (ed.) et al., Handbuch der Mathematikdidaktik. Heidelberg: Springer Spektrum (ISBN 978-3-642-35118-1/hbk; 978-3-642-35119-8/ebook). 591-612 (2013).
Classification: D20
5
Changing mathematical content-related domains ‒ a genuine mathematical action? (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. 4. Kiel: IPN‒Leibniz Institute for Science and Mathematics Education at the University of Kiel (ISBN 978-3-89088-290-1). 185-192 (2013).
Classification: C30 D20
6
The relationship between diagrammatic argumentation and narrative argumentation in the context of the development of mathematical thinking in the early years. (English)
Educ. Stud. Math. 84, No. 2, 249-265 (2013).
Classification: E51 C31 E52 C32
7
Research on mathematics learning at the “Center of Individual Development and Adaptive Education” (IDeA) ‒ an introduction. (English)
Educ. Stud. Math. 84, No. 2, 177-181 (2013).
Classification: D21
8
Explaining the mathematical creativity of a young boy: an interdisciplinary venture between mathematics education and psychoanalysis. (English)
Educ. Stud. Math. 84, No. 2, 183-199 (2013).
Classification: C31 C41 C81
9
CERME7 working group 13: early years mathematics. (English)
Res. Math. Educ. 14, No. 2, 207-208 (2012).
Classification: D31 D42 C31
10
Mathematical learning as participation in collective argumentation processes. (El aprendizaje matemático como participación en procesos de argumentación colectiva.) (Spanish)
Planas, Núria (ed.), Teoría, crítica y prática de la educación matemática. Barcelona: Graó (ISBN 978-84-9980-448-4/pbk). Crítica y Fundamentos 41, 61-79 (2012).
Classification: C70 E50 D40 C30
11
The “non-canonical" solution and the “improvisation" as conditions for early years mathematics learning processes: the concept of the “interactional niche in the development of mathematical thinking" (NMT). (English. German summary)
J. Math.-Didakt. 33, No. 2, 317-338 (2012).
Classification: C31 C32 C61 C62 D31 D32
12
The implicit in the fundamental learning of mathematics. (Das Implizite beim fundamentalen Lernen von Mathematik.) (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). 357-366 (2012).
Classification: D20
13
Dealing with positional relationships and perspectives in two familial play situations. First insights into the structure of “interactional niches in the development of mathematical thinking" within the familial context. (Die Thematisierung von Lagebeziehungen und Perspektiven in zwei familialen Spielsituationen. Erste Einsichten in die Struktur “interaktionaler Nischen mathematischer Denkentwicklung" im familialen Kontext.) (German)
Brandt, Birgit et al., Die Projekte erStMaL und MaKreKi. Mathematikdidaktische Forschung am “Center for Individual Development and Adaptive Education" (IDeA). Münster: Waxmann (ISBN 978-3-8309-2604-7/pbk). Empirische Studien zur Didaktik der Mathematik 10, 135-174 (2011).
Classification: D20 C31 C32 C70
14
The empirically founded development of the concept of an “interactional niche in the development of mathematical thinking". (Die empirisch begründete Herleitung des Begriffs der “Interaktionalen Nische mathematischer Denkentwicklung" (NMD).) (German)
Brandt, Birgit et al., Die Projekte erStMaL und MaKreKi. Mathematikdidaktische Forschung am “Center for Individual Development and Adaptive Education" (IDeA). Münster: Waxmann (ISBN 978-3-8309-2604-7/pbk). Empirische Studien zur Didaktik der Mathematik 10, 25-89 (2011).
Classification: D20 C31 C32 C70
15
First analyses on the connection between mathematical creativity and children’s attachment. An interdisciplinary approach to investigate the development of mathematical creativity of so-called at-risk children. (Erste Analysen zum Zusammenhang von mathematischer Kreativität und kindlicher Bindung. Ein interdisziplinärer Ansatz zur Untersuchung der Entwicklung mathematischer Kreativität bei sogenannten Risikokindern.) (German)
Brandt, Birgit et al., Die Projekte erStMaL und MaKreKi. Mathematikdidaktische Forschung am “Center for Individual Development and Adaptive Education" (IDeA). Münster: Waxmann (ISBN 978-3-8309-2604-7/pbk). Empirische Studien zur Didaktik der Mathematik 10, 175-196 (2011).
Classification: C31 C41 D20
16
The Projects erStMaL and MaKreKi. Mathematics didactic research at the “Center for Individual Development and Adaptive Education" (IDeA). (Die Projekte erStMaL und MaKreKi. Mathematikdidaktische Forschung am “Center for Individual Development and Adaptive Education" (IDeA).) (German)
Empirische Studien zur Didaktik der Mathematik 10. Münster: Waxmann (ISBN 978-3-8309-2604-7/pbk). 288~p. (2011).
Classification: A60 D20
17
Representation of the notion “learning-as-participation” in everyday situations of mathematics classes. (English)
ZDM, Int. J. Math. Educ. 43, No. 1, 81-90 (2011).
Classification: C72 C62 D42
18
Learning to teach mathematics: expanding the role of practicum as an integrated part of a teacher education programme. (English)
Even, Ruhama (ed.) et al., The professional education and development of teachers of mathematics. The 15th ICMI Study. New York, NY: Springer (ISBN 978-0-387-09600-1/hbk; 978-0-387-09601-8/ebook). New ICMI Study Series 11, 57-70 (2009).
Classification: B50 A60 A50
19
Practising mathematics teacher education: Expanding the realm of possibilities. (English)
Even, Ruhama (ed.) et al., The professional education and development of teachers of mathematics. The 15th ICMI Study. New York, NY: Springer (ISBN 978-0-387-09600-1/hbk; 978-0-387-09601-8/ebook). New ICMI Study Series 11, 35-55 (2009).
Classification: B50 A60 A50
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Result 1 to 20 of 66 total

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