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Result 1 to 18 of 18 total

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
1
Impact of explicit presentation of slopes in three dimensions on students’ understanding of derivatives in multivariable calculus. (English)
Int. J. Sci. Math. Educ. 13, Suppl. 2, 357-384 (2015).
Classification: I65 C35
2
How students come to understand the domain and range for the graphs of functions. (English)
Nicol, Cynthia (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. 2. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-362-3/v.2). 281-288 (2014).
Classification: I20 D70
3
Emerging perspectives on gesture and embodiment in mathematics. (English)
International Perspectives on Mathematics Education ‒ Cognition, Equity \& Society. Charlotte, NC: Information Age Publishing (IAP) (ISBN 978-1-62396-554-9/hbk; 978-1-62396-553-2/pbk; 978-1-62396-555-6/ebook). 278~p. (2014).
Classification: A60 C50 C30
4
Delving into the meaning of productive reflection: a study of future teachers’ reflections on representations of teaching. (English)
Teach. Teach. Educ. 37, 76-90 (2014).
Classification: D49 C29 C39 B50
5
Connecting slope, steepness, and angles. (English)
Math. Teach. (Reston) 107, No. 4, 272-279 (2013).
Classification: I20 G60
6
The concept of slope: comparing teachers’ concept images and instructional content. (English)
Investig. Math. Learn. 6, No. 2, 1-18 (2013).
Classification: I29 I49 C39 D39
7
Calculus students’ and instructors’ conceptualizations of slope: a comparison across academic levels. (English)
Int. J. Sci. Math. Educ. 11, No. 6, 1491-1515 (2013).
Classification: I25 I45 C35 C65
8
Thinking like a mathematician. (English)
Math. Teach. (Reston) 106, No. 4, 269-273 (2012).
Classification: C30 E50 H30 G30
9
Visualizing three-dimensional calculus concepts: the study of a manipulative’s effectiveness. (English)
PRIMUS, Probl. Resour. Issues Math. Undergrad. Stud. 22, No. 4, 265-283 (2012).
Classification: I65 U65
10
Capitalizing on the dynamic features of Excel to consider growth rates and limits. (English)
MathAMATYC Educ. 3, No. 2, 17-20 (2012).
Classification: I20 U70
11
Conceptualizations of slope: A review of state standards. (English)
Sch. Sci. Math. 112, No. 5, 270-277 (2012).
Classification: D33 D34
12
Using the "$K_5$ connected cognition diagram" to analyze teachers’ communication and understanding of regions in three-dimensional space. (English)
J. Math. Behav. 31, No. 2, 235-251 (2012).
Classification: B50 D69 G49
13
The most important aspects of algebra: responses from practising South African teachers. (English)
Afr. J. Res. Math. Sci. Technol. Educ. 16, No. 1, 45-57 (2012).
Classification: H20 H30 C29
14
Practical rationality, the disciplinary obligation, and authentic mathematical work: a look at geometry. (English)
Math. Enthus. 8, No. 3, 463-482 (2011).
Classification: B50 D50 C29
15
Teachers’ reactions to animations as representations of geometry instruction. (English)
ZDM, Int. J. Math. Educ. 43, No. 1, 161-173 (2011).
Classification: B50 G10
16
Can slope be negative in 3-space? Studying concept image of slope through collective definition construction. (English)
Educ. Stud. Math. 76, No. 1, 3-21 (2011).
Classification: E49 C59 I29 G79
17
Helping students connect functions and their representations. (English)
Math. Teach. (Reston) 99, No. 3, 156-160 (2005).
Classification: I23
18
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Result 1 to 18 of 18 total

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