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Result 1 to 8 of 8 total

Are intuitive rules universal? (English)
Int. J. Sci. Math. Educ. 4, No. 3, 417-436 (2006).
Classification: C30 C60
1
Teachers’ responses to an investigative mathematics syllabus. Their goals and practices. (English)
Math. Educ. Res. J. 14, No. 1, 37-59 (2002).
Classification: D40
2
Factors influencing teachers’ endorsement of the core mathematics course of an integrated learning system. (English)
Nakahara, Tadao et al., 24th Conference of the International Group for the Psychology of Mathematics Education (PME 24). Vol. 2. ,. 65-72 (2000).
Classification: C70
3
A secondary mathematics teacher explains his non-use of computers in teaching. (English)
Bana, Jack et al., Mathematics education beyond 2000. Vol. 2. Proceedings. , (ISBN 0-9596844-8-4). 481-487 (2000).
Classification: U53
4
Low achieving mathematics students’ attitudinal and achievement changes as a result of using an integrated learning system. (English)
Bana, Jack et al., Mathematics education beyond 2000. Vol. 2. Proceedings. , (ISBN 0-9596844-8-4). 424-431 (2000).
Classification: D72
5
Karen and Benny: déjà vu in research. (English)
Zaslavsky, Orit, 23. Conference of the International Group for the Psychology of Mathematics Education (PME-23). Vol. 2. ,. 73-80 (1999).
Classification: F43
6
A case study of teacher endorsement of an integrated learning system. (English)
Truran, John M. et al., Making the difference. , (ISBN 0-9594844-9-2). 60-67 (1999).
Classification: U52
7
Exploring Secondary Mathematics Teachers’ Reasons for Not Using Computers in Their Teaching: Five Case Studies. (English)
J. Res. Comput. Educ. 33, No. 1, 87-109 (2000).
Classification: U79
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