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Result 1 to 20 of 73 total

Designing non-constructability tasks in a dynamic geometry environment. (English)
Leung, Allen (ed.) et al., Digital technologies in designing mathematics education tasks. Potential and pitfalls. Cham: Springer (ISBN 978-3-319-43421-6/hbk; 978-3-319-43423-0/ebook). Mathematics Education in the Digital Era 8, 99-120 (2017).
Classification: U70 G40 G80 D50
1
Validating in the mathematics classroom. (English)
Oesterle, Susan (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. 3. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-363-0/v.3). 169-176 (2014).
Classification: M10 D50 D30
2
Networking theoretical frames: the ReMath enterprise. (English)
Educ. Stud. Math. 85, No. 3, 329-355 (2014).
Classification: D20 U70 U50
3
Semiotic mediation within an AT frame. (English)
Int. J. Technol. Math. Educ. 20, No. 1, 21-26 (2013).
Classification: U70 D40 C70 C50
4
CERME 8. Proceedings of the eigth congress of the European Society of Research in Mathematics Education, Antalya, Turkey, February 6‒10, 2013. (English)
Ankara: Middle East Technical University (ISBN 978-975-429-315-9). xxxviii, 3342~p. (2013).
Classification: A60 D10
5
Mediating the meaning of algebraic equivalence: exploiting the graph potential. (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). 297-304 (2013).
Classification: H33 U73
6
Discernment of invariants in dynamic geometry environments. (English)
Educ. Stud. Math. 84, No. 3, 439-460 (2013).
Classification: U70 G40
7
Synergies between theoretical approaches to mathematics education with technology: a case study through a cross-analysis methodology. (English)
Educ. Stud. Math. 84, No. 3, 461-485 (2013).
Classification: D20 U50 U70 D40
8
Introducing students to geometric theorems: how the teacher can exploit the semiotic potential of a DGS. (English)
ZDM, Int. J. Math. Educ. 45, No. 3, 441-452 (2013).
Classification: U50 G40 D40
9
Reasoning by contradiction in dynamic geometry. (English. Spanish summary)
PNA 7, No. 2, 63-73 (2013).
Classification: E50 G40 U70
10
ICT as opportunities for teaching-learning in a mathematics classroom: the semiotic potential of artefacts. (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. 25-40 (2012).
Classification: U70 C30
11
Proof and proving in the classroom: dynamic geometry systems as tools of semiotic mediation. (English)
Res. Math. Educ. 14, No. 2, 163-185 (2012).
Classification: E50 U70
12
Experimental approaches to theoretical thinking: artefacts and proofs. With a response by Jonathan M. Borwein and Judy-anne Osborn. (English)
Hanna, Gila (ed.) et al., Proof and proving in mathematics education. The 19th ICMI study. Berlin: Springer (ISBN 978-94-007-2128-9/hbk; 978-94-007-2129-6/ebook). New ICMI Study Series 15, 97-143 (2012).
Classification: E50 R20 U50 D40
13
The CERME spirit: issues of quality and inclusion in an innovative conference style. (English)
Atweh, Bill (ed.) et al., Mapping equity and quality in mathematics education. Dordrecht: Springer (ISBN 978-90-481-9802-3/hbk; 978-90-481-9803-0/ebook). 457-477 (2011).
Classification: B10 D20 A40
14
Generating conjectures in dynamic geometry: the maintaining dragging model. (English)
Intern. J. Comput. Math. Learn. 15, No. 3, 225-253 (2010).
Classification: U70 G40 D30
15
Integrating technology into mathematics education: Theoretical perspectives. (English)
Hoyles, Celia (ed.) et al., Mathematics education and technology-rethinking the terrain. The 17th ICMI study. Dordrecht: Springer (ISBN 978-1-4419-0145-3/hbk; 978-1-4419-0146-0/ebook). New ICMI Study Series 13, 89-132 (2010).
Classification: D20 D30 C30
16
Proofs, semiotics and artefacts of information technologies. (English)
Hanna, Gila (ed.) et al., Explanation and proof in mathematics. Philosophical and educational perspectives. Based on the conference, Essen, Germany, November 2006. Berlin: Springer (ISBN 978-1-4419-0575-8/hbk; 978-1-4419-0576-5/ebook). 169-188 (2010).
Classification: E50 E20 D20
17
Representation in computational environments: epistemological and social distance. (English)
Int. J. Comput. Math. Learn. 14, No. 3, 241-263 (2009).
Classification: U70 R20 C30 C50 Q30 Q40
18
Artifacts and signs after a Vygotskian perspective: the role of the teacher. (English)
ZDM, Int. J. Math. Educ. 41, No. 4, 427-440 (2009).
Classification: D30 C70 R20 G10 D20 U50
19
Indirect proof: What is specific to this way of proving? (English)
ZDM, Int. J. Math. Educ. 40, No. 3, 401-412 (2008).
Classification: E50
20
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Result 1 to 20 of 73 total

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