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Result 1 to 20 of 54 total

Number stories. (English)
Phillipson, Sivanes (ed.) et al., Engaging families as children’s first mathematics educators. International perspectives. Singapore: Springer (ISBN 978-981-10-2551-8/hbk; 978-981-10-2553-2/ebook). Early Mathematics Learning and Development, 81-101 (2017).
Classification: F21 F31
1
Knowledge construction: individual or social? (English)
Gates, Peter (ed.) et al., Shifts in the field of mathematics education. Stephen Lerman and the turn to the social. Singapore: Springer (ISBN 978-981-287-178-7/hbk; 978-981-287-179-4/ebook). 151-170 (2015).
Classification: D20 C30 C60 A30
2
A study of rural preschool practitioners’ views on young children’s mathematical thinking. (English)
Math. Educ. Res. J. 24, No. 1, 39-57 (2012).
Classification: D31 C31 C21 F21 G21 F71 U51
3
Using a model for planning and teaching lessons as part of mathematics teacher education. (English)
Zaslavsky, Orit (ed.) et al., Constructing knowledge for teaching secondary mathematics. Tasks to enhance prospective and practicing teacher learning. Berlin: Springer (ISBN 978-0-387-09811-1/hbk; 978-0-387-09812-8/ebook). Mathematics Teacher Education 6, 291-306 (2011).
Classification: D49 D20 B50
4
Teacher actions to maximize mathematics learning opportunities in heterogeneous classrooms. (English)
Int. J. Sci. Math. Educ. 4, No. 1, 117-143 (2006).
Classification: D42 D43 C72 C73
5
Increasing access to mathematical thinking. (English)
Aust. Math. Soc. Gaz. 32, No. 2, 105-109 (2005).
Classification: C70 D40 D80
6
Planning and teaching mathematics lessons as a dynamic, interactive process. (English)
Chick, H. L. (ed.) et al., Proceedings of the 29th annual conference of the International Group for the Psychology of Mathematics Education, PME 29, Melbourne, Australia, July 10‒15, 2005. Vol 1-4. Melbourne: University of Melbourne, Dep. of Science and Mathematics Education. Part IV, 249-256 (2005).
Classification: D40 C70 A60
7
Using word problems in Malaysian mathematics education: Looking beneath the surface. (English)
Chick, H. L. (ed.) et al., Proceedings of the 29th annual conference of the International Group for the Psychology of Mathematics Education, PME 29, Melbourne, Australia, July 10‒15, 2005. Vol 1-4. Melbourne: University of Melbourne, Dep. of Science and Mathematics Education. Part II, 217-224 (2005).
Classification: C35 D55 M35 A65
8
What does mathematics understanding look like? (English)
Clarkson, Philip et al., MERGA 28 - 2005. Building connections: Theory, research and practice. Vol. 1 and 2. ,. 553-560 (2005).
Classification: C30 C40 D69
9
Primary numeracy: A review of Australian research. (English)
Aust. Prim. Math. Classr. 9, No. 4, 10-13 (2004).
Classification: D32 A50
10
Describing elements of mathematics lessons that accommodate diversity in student background. (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 IV, 257-264 (2004).
Classification: D40 C70 C40 A60
11
An aspect of mathematical understanding: The notion of "connected knowing". (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, 377-384 (2004).
Classification: C32 C33 A62 A63
12
Alternative learning trajectories. (English)
Putt, Ian et al., MERGA 27: Mathematics education for the third millennium: Towards 2010. Vol. 2. , (ISBN 1-920846-04-2). 374-381 (2004).
Classification: D42 C30
13
Mathematics teacher education and technology. (English)
Bishop, Alan J. et al., Second International Handbook of Mathematics Education. Pt. 1 and 2. Kluwer, Dordrecht (ISBN 1-4020-1008-7). 395-432 (2003).
Classification: B50 D39 U79 U89
14
Perceptions of barriers to numeracy. (English)
Bragg, Leicha et al., MERGA 26: Mathematics Education Research: Innovation, Networking, Opportunity (MERINO). Vol. 1 and 2. ,. 809-812 (2003).
Classification: F32 D42
15
Shaping practice: Worksheets as social artefacts. (English)
Bragg, Leicha et al., MERGA 26: Mathematics Education Research: Innovation, Networking, Opportunity (MERINO). Vol. 1 and 2. ,. 531-538 (2003).
Classification: F82 D42 C32
16
Being explicit about aspects of mathematics pedagogy. (English)
Pateman, Neil A. et al., Proceedings of the 27th Conference of the International Group for the Psychology of Mathematics Education held jointly with the 25th Conference of PME-NA. Vol. 4. ,. 267-274 (2003).
Classification: D53 D43
17
The contexts of mathematics tasks and the context of the classroom: Are we including all students? (English)
Math. Educ. Res. J. 15, No. 2, 107-121 (2003).
Classification: D50
18
MERGA 26: Mathematics Education Research: Innovation, Networking, Opportunity (MERINO). Vol. 1 and 2. Proceedings. (English)
,. 850 p. (2003).
Classification: A60
19
Mathematical and pedagogical understanding as situated cognition. (English)
Pateman, Neil A. et al., Proceedings of the 27th Conference of the International Group for the Psychology of Mathematics Education held jointly with the 25th Conference of PME-NA. Vol. 3. ,. 333-340 (2003).
Classification: C72 C62
20
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