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“Lost in transition”: alienation and drop out during the transition to mathematically-demanding subjects at university. (English)
Int. J. Educ. Res. 79, 231-239 (2016).
Classification: C25 C35 C65
1
Students’ understanding of quadratic equations. (English)
Int. J. Math. Educ. Sci. Technol. 47, No. 4, 552-572 (2016).
Classification: H35 I25 C35 D75
2
The unit circle approach to the construction of the sine and cosine functions and their inverses: an application of APOS theory. (English)
J. Math. Behav. 43, 111-133 (2016).
Classification: C30 G60
3
Re-thinking science capital: the role of ‘capital’ and ‘identity’ in mediating students’ engagement with mathematically demanding programmes at university. (English)
Teach. Math. Appl. 35, No. 3, 131-143 (2016).
Classification: C25 C65
4
Making implicit multivariable calculus representations explicit: a clinical study. (English)
PRIMUS, Probl. Resour. Issues Math. Undergrad. Stud. 25, No. 6, 529-541 (2015).
Classification: I65 I45 I55
5
On students’ understanding of the differential calculus of functions of two variables. (English)
J. Math. Behav. 38, 57-86 (2015).
Classification: I65 C35
6
Mathematics and its value for engineering students: what are the implications for teaching? (English)
Int. J. Math. Educ. Sci. Technol. 46, No. 3, 321-336 (2015).
Classification: D35 D45 M55
7
Mathematics at university: practices, values and participation. (English)
Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 34, No. 2. Proceedings of the day conference, University of Southampton, UK, June 14, 2014. London: British Society for Research into Learning Mathematics (BSRLM). 25-30 (2014).
Classification: D45 D35 C25
8
Training primary mathematics teachers for new competences. (Formar profesores de matemáticas de primaria para las nuevas competencias.) (Spanish. English summary)
Uno 20, No. 66, 19-27 (2014).
Classification: D39 B50
9
A study of semiotic registers in the development of the definite integral of functions of two and three variables. (English)
Int. J. Sci. Math. Educ. 12, No. 4, 883-916 (2014).
Classification: E45 I55 I65
10
Observation and analysis of the practices for teaching mathematics as a resource for the formation of school teachers. Reflexions about an experience. (La observación y el análisis de las prácticas de enseñar matemáticas como recursos para la formación continua de maestros de primaria. Reflexiones sobre una experiencia.) (Spanish. English summary; French summary)
Educ. Mat. (Mex. City) 25, No. 2, 31-59 (2013).
Classification: D39 D49 B50
11
A definition for effective assessment and implications on computer-aided assessment practice. (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. 2. Kiel: IPN‒Leibniz Institute for Science and Mathematics Education at the University of Kiel (ISBN 978-3-89088-288-8). 113-120 (2013).
Classification: D60 U50
12
Graphs of functions of two variables: results from the design of instruction. (English)
Int. J. Math. Educ. Sci. Technol. 44, No. 5, 663-672 (2013).
Classification: I65 D75 C35 D45
13
Lecturers’ perspectives on the use of a mathematics-based computer-aided assessment system. (English)
Teach. Math. Appl. 32, No. 2, 88-94 (2013).
Classification: D65 U55
14
Using focus groups to investigate the presence of formative feedback in CAA. (English)
Res. Math. Educ. 14, No. 1, 87-88 (2012).
Classification: D60 U50
15
Students’ understanding of the general notion of a function of two variables. (English)
Educ. Stud. Math. 81, No. 3, 365-384 (2012).
Classification: I45 C35 D75
16
Students’ conception of infinite series. (English)
Educ. Stud. Math. 81, No. 2, 235-249 (2012).
Classification: I35 C35
17
Mathematics coursework as facilitator of formative assessment, student-centred activity and understanding. (English)
Res. Math. Educ. 13, No. 2, 197-212 (2011).
Classification: D34 D44 D64
18
Students’ views on their transition from school to college mathematics: rethinking ‘transition’ as an issue of identity. (English)
Res. Math. Educ. 13, No. 2, 119-130 (2011).
Classification: C24
19
Focus groups to ascertain the presence of formative feedback in CAA. (English)
Smith, C. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 31, No. 2. Proceedings of the day conference, Leeds, UK, June 2011. London: British Society for Research into Learning Mathematics (BSRLM). 1-6 (2011).
Classification: D65 C75
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