Result **1** to **20** of **22** total

Teaching and learning about whole numbers in primary school. (English)

ICME-13 Topical Surveys. Cham: Springer (ISBN 978-3-319-45112-1/pbk; 978-3-319-45113-8/ebook). ix, 50~p. open access (2016).

1

Assisting teachers in maintaining high-level cognitive demands of mathematical tasks in classroom practices: a training course in Taiwan. (English)

Fan, Lianghuo (ed.) et al., How Chinese teach mathematics. Perspectives from insiders. Hackensack, NJ: World Scientific (ISBN 978-981-4415-81-1/hbk; 978-981-4415-83-5/ebook). Series on Mathematics Education 6, 619-652 (2015).

2

In-depth analyses of different countries’ responses to MCK items: a view on the differences within and between East and West. (English)

Blömeke, Sigrid (ed.) et al., International perspectives on teacher knowledge, beliefs and opportunities to learn. TEDS-M results. Dordrecht: Springer (ISBN 978-94-007-6436-1/hbk; 978-94-007-6437-8/ebook). Advances in Mathematics Education, 115-140 (2014).

3

Enhancing pre-service teachers’ knowledge of students’ errors by using researched-based cases. (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. 3. Kiel: IPN‒Leibniz Institute for Science and Mathematics Education at the University of Kiel (ISBN 978-3-89088-289-5). 273-280 (2013).

4

Fifth graders’ mathematics proofs in classroom contexts. (English)

Tso, Tai-Yih (ed.), Proceedings of the 36th conference of the International Group for the Psychology of Mathematics Education “Opportunities to learn in mathematics education", PME 36, Taipei, Taiwan, July 18‒22, 2012, Vol. 3. Taipei: National Taiwan Normal University. 139-146 (2012).

5

Mathematics teacher education in Taiwan. (English)

Tso, Tai-Yih (ed.), Proceedings of the 36th conference of the International Group for the Psychology of Mathematics Education “Opportunities to learn in mathematics education", PME 36, Taipei, Taiwan, July 18‒22, 2012, Vol. 1. Taipei: National Taiwan Normal University. 187-206 (2012).

6

Mathematics-related teaching competence of Taiwanese primary future teachers: evidence from TEDS-M. (English)

ZDM, Int. J. Math. Educ. 44, No. 3, 277-292 (2012).

7

Expertise of mathematics teaching valued in Taiwanese classrooms. (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). 263-291 (2011).

8

A collaborative model for calculus reform ‒ a preliminary report. (English)

Paditz, Ludwig (ed.) et al., Proceedings of the 10th international conference “Models in Developing Mathematics Education”, Dresden, Saxony, Germany, September 11‒17, 2009. Dresden: Hochschule für Technik und Wirtschaft (ISBN 83-919465-9-2). 372-375 (2009).

9

Searching for good mathematics instruction at primary school level valued in Taiwan. (English)

ZDM, Int. J. Math. Educ. 41, No. 3, 363-378 (2009).

10

The effect of a mentoring development program on mentors’ conceptualizing mathematics teaching and mentoring. (English)

Woo, Jeong-Ho (ed.) et al., Proceedings of the 31st annual conference of the International Group for the Psychology of Mathematics Education, PME, Seoul, Korea, July 8‒13, 2007. Vol. 1-4. Seoul: The Korea Society of Educational Studies in Mathematics. Part 3, 201-208 (2007).

11

Conceptualizing teachers’ understanding of students’ mathematical learning by using assessment tasks. (English)

Int. J. Sci. Math. Educ. 4, No. 3, 545-580 (2006).

12

Using research-based video-cases to help pre-service primary teachers conceptualize a contemporary view of mathematics teaching. (English)

Int. J. Sci. Math. Educ. 3, No. 3, 351-377 (2005).

13

Supporting teachers on designing problem-posing tasks as a tool of assesment to understand students’ mathematical learning. (English)

Johnsen Høines, Marit (ed.) et al., Proceedings of the 28th international conference of the International Group for the Psychology of Mathematics Education, PME 28, Bergen, Norway, July 14‒18, 2004. Bergen: Bergen University College. Part III, 257-264 (2004).

14

On enhancing teachers’ knowledge by constructing cases in classrooms. (English)

J. Math. Teach. Educ. 5, No. 4, 317-349 (2002).

15

Analyzing teachers’ conceptual change through their reflective journals. (English)

van denHeuvel-Panhuizen, Marja, Proceedings of the 25th conference of the international Group for the Psychology of Mathematics Education. Vol. 1. , (ISBN 90-74684-16-5). 337 (2001).

16

Two approaches of assisting teachers in adjusting to curriculum reform in Taiwan. (English)

Math. Educ. 5, No. 1-2, 68-82 (2000).

17

On developing teachers knowledge by using cases constructed by researcher and classroom teachers. (English)

Nakahara, Tadao et al., 24th Conference of the International Group for the Psychology of Mathematics Education (PME 24). Vol. 3. ,. 231-238 (2000).

18

Socratic-dialectic learning system of recursion programming. (English)

J. Educ. Comput. Res. 23, No. 2, 133-150 (2000).

19

Children’s cultural activities and their participation. (English)

Zaslavsky, Orit, 23. Conference of the International Group for the Psychology of Mathematics Education (PME-23). Vol. 3. ,. 241-248 (1999).

20

Result **1** to **20** of **22** total