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Result 1 to 20 of 28 total

Mathematical problem posing as a measure of curricular effect on students’ learning: a response. (English)
Educ. Stud. Math. 91, No. 1, 9-10 (2016).
Classification: D50 D30 I20
1
Longitudinally investigating the impact of curricula and classroom emphases on the algebra learning of students of different ethnicities. (English)
Middleton, James A. (ed.) et al., Large-scale studies in mathematics education. Cham: Springer (ISBN 978-3-319-07715-4/hbk; 978-3-319-07716-1/ebook). Research in Mathematics Education, 45-60 (2015).
Classification: D33 C73 C33 C63 H23 H33 D20
2
Problem-solving strategies as a measure of longitudinal curricular effects on student learning. (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). 233-240 (2014).
Classification: D53 D33
3
Exploring the relationship between K-8 prospective teachers’ algebraic thinking proficiency and the questions they pose during diagnostic algebraic thinking interviews. (English)
J. Math. Teach. Educ. 17, No. 5, 429-461 (2014).
Classification: C39 H29
4
Teaching mathematics using standards-based and traditional curricula: a case of variable ideas. (English)
Li, Yeping (ed.) et al., Mathematics curriculum in school education. Dordrecht: Springer (ISBN 978-94-007-7559-6/hbk; 978-94-007-7560-2/ebook). Advances in Mathematics Education, 391-415 (2014).
Classification: D30 B70 D40 H30 I20
5
Lingitudinal investigation of the effect of middle school curriculum on learning in high school. (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). 137-144 (2013).
Classification: D33 B73 C33 C34
6
An investigation of teachers’ intentions and reflections about using standards-based and traditional textbooks in the classroom. (English)
ZDM, Int. J. Math. Educ. 45, No. 5, 699-711 (2013).
Classification: U20 C29 D30 B70
7
An exploratory study of pre-service middle school teachers’ knowledge of algebraic thinking. (English)
Educ. Stud. Math. 84, No. 1, 93-113 (2013).
Classification: H39 H29 F99 C39
8
Mathematical problem posing as a measure of curricular effect on students’ learning. (English)
Educ. Stud. Math. 83, No. 1, 57-69 (2013).
Classification: D50 B70 D30
9
Developing students’ algebraic thinking in earlier grades: lessons from China and Singapore. (English)
Cai, Jinfa (ed.) et al., Early algebraization. A global dialogue from multiple perspectives. Berlin: Springer (ISBN 978-3-642-17734-7/hbk; 978-3-642-17735-4/ebook). Advances in Mathematics Education, 25-41 (2011).
Classification: H20 D30 D10
10
Examining students’ algebraic thinking in a curricular context: a longitudinal study. (English)
Cai, Jinfa (ed.) et al., Early algebraization. A global dialogue from multiple perspectives. Berlin: Springer (ISBN 978-3-642-17734-7/hbk; 978-3-642-17735-4/ebook). Advances in Mathematics Education, 161-185 (2011).
Classification: D33 H23 H33 C83
11
How a standards-based mathematics curriculum differs from a traditional curriculum: With a focus on intended treatments of the ideas of variable. (English)
ZDM, Int. J. Math. Educ. 41, No. 6, 777-792 (2009).
Classification: H23 H33 D33 D13
12
The development of students’ algebraic thinking in earlier grades: a cross-cultural comparative perspective. (English. German summary)
ZDM, Zentralbl. Didakt. Math. 37, No. 1, 5-15 (2005).
Classification: D30 H20 D10
13
Developing algebraic thinking in the earlier grades: a case study of the U.S. Investigations curriculum. (English)
Math. Educ. 8, No. 1, 6-38 (2004).
Classification: D32
14
Using students’ work as a lens on algebraic thinking. (English)
Math. Teach. Middle Sch. 6, No. 5, 282 (2001).
Classification: H19
15
Algorithms for solving nonroutine mathematical problems. (English)
Morrow, Lorna J. et al., The teaching and learning of algorithms in school mathematics. National Council of Teachers of Mathematics, Reston, VA (ISBN 0-87353-440-9). 218-229 (1998).
Classification: D53
16
The gift of diversity in learning through mathematical exploration. (English)
Trentacosta, J., Multicultural and gender equity in the mathematics classroom: The gift of diversity. 1997 yearbook. National Council of Teachers of Mathematics, Reston, VA (ISBN 0-87353-432-8). 151-163 (1997).
Classification: C60
17
Middle school students’ understanding of average: a problem-solving approach. (English)
Owens, D.T. et al., 17. annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA XVII). Proceedings. Vol. 1. ,. 359-364 (1995).
Classification: K43
18
Diagnosing a student’s understanding of operation. Diagnose des Verstehens von Rechenoperationen bei Schuelern. (English)
Arith. Teacher. (May 1986) v. 33(9) p. 22-25. CODEN: ARITBF [ISSN 0004-136X]
Classification: F93 D73
19
Ensuring That Practice Makes Perfect: Implications for Children with Learning Disabilities. Uebung macht den Meister: Folgerungen fuer Kinder mit Lernschwaechen. (English)
Arith. Teacher. (Sep 1985) v. 33(1) p. 40-42. CODEN: ARITBF [ISSN 0004-136X]
Classification: D42
20
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