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Result 1 to 20 of 27 total

Promoting and assessing mathematical generalising. (English)
Aust. Prim. Math. Classr. 20, No. 4, 3-8 (2015).
Classification: C30 D60
1
Challenge beginning teacher beliefs. (English)
Teach. Child. Math. 19, No. 8, 508-515 (2013).
Classification: C29 D40 D30
2
The mathematical development in number and operation of struggling first graders. (English)
Investig. Math. Learn. 6, No. 2, 19-47 (2013).
Classification: F32 C32 D72
3
Putting essential understanding of fractions into practice in grades 3‒5. (English)
Putting Essential Understanding into Practice. Reston, VA: National Council of Teachers of Mathematics (NCTM) (ISBN 978-0-87353-732-2/pbk). 148~p. (2013).
Classification: F42 F43 D82 D83 D42 D43
4
Putting essential understanding of multiplication and division into practice in grades 3‒5. (English)
Putting Essential Understanding into Practice. Reston, VA: National Council of Teachers of Mathematics (NCTM) (ISBN 978-0-87353-715-5). 183~p. (2013).
Classification: F32 F33 D82 D83 D42 D43
5
The development of beginning mathematics teacher pedagogical content knowledge. (English)
J. Math. Teach. Educ. 16, No. 6, 403-426 (2013).
Classification: B50 D39
6
Developing essential understanding of mathematical reasoning for teaching mathematics in grades Pre-K‒8. (English)
Reston, VA: National Council of Teachers of Mathematics (NCTM) (ISBN 978-0-87353-666-0/pbk; 978-0-87353-816-9/ebook). 96~p. (2011).
Classification: E53
7
Orientations to professional development (PD) design and implementation: understanding their relationship to PD outcomes across multiple projects. (English)
Int. J. Sci. Math. Educ. 9, No. 4, 793-816 (2011).
Classification: M50 B50
8
Evaluating selected perceptions of science and mathematics teachers in an alternative certification program. (English)
Int. J. Sci. Math. Educ. 9, No. 3, 551-569 (2011).
Classification: B50 C79 C99
9
Videos and prospective teachers. (English)
Teach. Child. Math. 16, No. 2, 98-105 (2009).
Classification: B50 U89
10
Promoting efficient strategy use. (English)
Math. Teach. Middle Sch. 14, No. 9, 542-547 (2009).
Classification: H23 D53
11
Examining incoming identities in an alternative certification program in mathematics and science. (English)
Eurasia J. Math. Sci. Technol. Educ. 4, No. 2, 169-182 (2008).
Classification: B53 B54 A43 A44
12
Developing meaning for algebraic symbols: Possibilities and pitfalls. (English)
Math. Teach. Middle Sch. 13, No. 8, 478-483 (2008).
Classification: H23 C33
13
Effective professional development in science and mathematics education: teachers’ and facilitators’ views. (English)
Int. J. Sci. Math. Educ. 5, No. 3, 507-532 (2007).
Classification: B50
14
Field-based internship models for alternative certification of science and mathematics teachers: views of interns, mentors, and university educators. (English)
Eurasia J. Math. Sci. Technol. Educ. 3, No. 3, 191-201 (2007).
Classification: B50
15
How students view the general nature of their errors. (English)
Educ. Stud. Math. 66, No. 1, 43-59 (2007).
Classification: C30 D70
16
Recruiting future science and mathematics teachers into alternative certification programs: strategies tried and lessons learned. (English)
J. Sci. Teacher Educ. 17, No. 3, 165-183 (2006).
Classification: B50
17
Algebraic generalisation strategies: factors influencing student strategy selection. (English)
Math. Educ. Res. J. 18, No. 3, 3-28 (2006).
Classification: D53 C33 C53
18
Why, why should I justify? (English)
Math. Teach. Middle Sch. 11, No. 9, 438-443 (2006).
Classification: H23 D43
19
Recursive and explicit rules: How can we build student algebraic understanding? (English)
J. Math. Behav. 25, No. 4, 299-317 (2006).
Classification: H23 C33 R23
20
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Result 1 to 20 of 27 total

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