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Result 1 to 20 of 37 total

Working with parents to promote preschool children’s numeracy: teachers’ attitudes and beliefs. (English)
Phillipson, Sivanes (ed.) et al., Engaging families as children’s first mathematics educators. International perspectives. Singapore: Springer (ISBN 978-981-10-2551-8/hbk; 978-981-10-2553-2/ebook). Early Mathematics Learning and Development, 181-198 (2017).
Classification: D41 C61 C29 F21 F31
1
Developing a mathematically rich environment for 3-year-old children: the case of geometry. (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). 325-340 (2016).
Classification: G21 D31 D41
2
Early-years teachers’ concept images and concept definitions: triangles, circles, and cylinders. (English)
ZDM, Math. Educ. 47, No. 3, 497-509 (2015).
Classification: G49 G29 C39 D79 D39
3
Analyzing number composition and decomposition activities in kindergarten from a numeracy perspective. (English)
ZDM, Math. Educ. 47, No. 4, 639-651 (2015).
Classification: F21 F31 U61 D31
4
Fundamental issues concerning the sustainment and scaling up of professional development programs. (English)
ZDM, Math. Educ. 47, No. 1, 153-159 (2015).
Classification: D39 D49 B50
5
Preschool teachers’ knowledge and self-efficacy needed for teaching geometry: are they related? (English)
Pepin, Birgit (ed.) et al., From beliefs to dynamic affect systems in mathematics education. Exploring a mosaic of relationships and interactions. Cham: Springer (ISBN 978-3-319-06807-7/hbk; 978-3-319-06808-4/ebook). Advances in Mathematics Education, 319-337 (2015).
Classification: C29 G29 D39 C39
6
Exploring Ava’s developing sense for tasks that may occasion mathematical creativity. (English)
J. Math. Teach. Educ. 18, No. 1, 1-25 (2015).
Classification: C29 D39 D50
7
Exploring the relationship between explanations and examples: parity and equivalent fractions. (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). 105-112 (2014).
Classification: F43 E43
8
Functions of explanations and dimensions of rationality: combining frameworks. (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). 249-256 (2014).
Classification: E50 D30 D40 D20
9
Employing the CAMTE framework: focusing on preschool teachers’ knowledge and self-efficacy related to students’ conceptions. (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). 291-306 (2014).
Classification: D39
10
Using video as a tool for promoting inquiry among preschool teachers and didacticians of mathematics. (English)
ZDM, Int. J. Math. Educ. 46, No. 2, 253-266 (2014).
Classification: D39 D49 D20 U89 B50
11
Developing preschool teachers’ knowledge of students’ number conceptions. (English)
J. Math. Teach. Educ. 17, No. 1, 61-83 (2014).
Classification: C39 C29 F21 C31
12
Two children, three tasks, one set of figures: highlighting different elements of children’s geometric knowledge. (English)
Ubuz, Behiye (ed.) et al., CERME 8. Proceedings of the eigth congress of the European Society of Research in Mathematics Education, Antalya, Turkey, February 6‒10, 2013. Ankara: Middle East Technical University (ISBN 978-975-429-315-9). 2228-2237 (2013).
Classification: G21 C31
13
Exploring the functions of explanations in mathematical activities for children ages 3-8 year old: the case of the Israeli curriculum. (English)
Ubuz, Behiye (ed.) et al., CERME 8. Proceedings of the eigth congress of the European Society of Research in Mathematics Education, Antalya, Turkey, February 6‒10, 2013. Ankara: Middle East Technical University (ISBN 978-975-429-315-9). 2158-2167 (2013).
Classification: C31 C32 D41 D42 D31 D32
14
The CAMTE framework. A tool for developing proficient mathematics teaching in preschool. (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, 89-109 (2013).
Classification: D39 B50
15
Tasks that may occasion mathematical creativity: teachers’ choices. (English)
J. Math. Teach. Educ. 16, No. 4, 269-291 (2013).
Classification: D50
16
Insights from a teacher professional development course: Rona’s changing perspectives regarding mathematically-talented students. (English)
Int. J. Sci. Math. Educ. 11, No. 5, 1087-1114 (2013).
Classification: C29 B50
17
Exploring one student’s explanations at different ages: the case of Sharon. (English)
Educ. Stud. Math. 83, No. 2, 181-203 (2013).
Classification: F30 F40 C30 C40
18
Exploring young children’s self-efficacy beliefs related to mathematical and nonmathematical tasks performed in kindergarten: abused and neglected children and their peers. (English)
Educ. Stud. Math. 83, No. 2, 309-322 (2013).
Classification: C21 C61
19
Focusing on the interactive development of secondary school teachers’ knowledge of mathematical statements. (English)
Investig. Math. Learn. 5, No. 2, 44-56 (2012).
Classification: E59 D49 B50
20
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