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Result 1 to 20 of 25 total

The complexity of the affordance-ability relationship when second-grade children interact with mathematics virtual manipulative apps. (English)
Technol. Knowl. Learn. 21, No. 3, 341-360 (2016).
Classification: U72 C42 C32
1
Zooming in on children’s thinking. (English)
Aust. Prim. Math. Classr. 21, No. 1, 22-28 (2016).
Classification: U70
2
An examination of children’s learning progression shifts while using touch screen virtual manipulative mathematics apps. (English)
Comput. Hum. Behav. 64, 814-828 (2016).
Classification: U51 U52 C31 C32 U71 U72
3
International perspectives on teaching and learning mathematics with virtual manipulatives. (English)
Mathematics Education in the Digital Era 7. Cham: Springer (ISBN 978-3-319-32716-7/hbk; 978-3-319-32718-1/ebook). viii, 345~p. (2016).
Classification: A60 U70 U50 D10
4
The influence of different virtual manipulative types on student-led techno-mathematical discourse. (English)
J. Comput. Math. Sci. Teach. 35, No. 1, 5-31 (2016).
Classification: U70 D30
5
The role of affordances in children’s learning performance and efficiency when using virtual manipulative mathematics touch-screen apps. (English)
Math. Educ. Res. J. 28, No. 1, 79-105 (2016).
Classification: U70
6
Revisiting the definition of a virtual manipulative. (English)
Moyer-Packenham, Patricia S. (ed.), International perspectives on teaching and learning mathematics with virtual manipulatives. Cham: Springer (ISBN 978-3-319-32716-7/hbk; 978-3-319-32718-1/ebook). Mathematics Education in the Digital Era 7, 3-23 (2016).
Classification: U70
7
Young children’s learning performance and efficiency when using virtual manipulative mathematics iPad apps. (English)
J. Comput. Math. Sci. Teach. 34, No. 1, 41-69 (2015).
Classification: U51 U52 U71 U72 C31 C32
8
Relationships between visual static models and students’ written solutions to fraction tasks. (English)
Int. J. Math. Teach. Learn. 2014, 18 p., electronic only (2014).
Classification: F42 D72 D52 F92
9
Second-graders’ mathematical practices for solving fraction tasks. (English)
Investig. Math. Learn. 7, No. 1, 54-81 (2014).
Classification: F42 C32 D52
10
Predictors of achievement when virtual manipulatives are used for mathematics instruction. (English. Spanish summary)
REDIMAT, J. Res. Math. Educ. 3, No. 2, 121-150, electronic only (2014).
Classification: U72 F42 C62 D62
11
Making sense of integer arithmetic: the effect of using virtual manipulates on students’ representational fluency. (English)
J. Comput. Math. Sci. Teach. 31, No. 2, 93-113 (2012).
Classification: F43 U73 C73 U53
12
Processes and pathways: how do mathematics and science partnerships measure and promote growth in teacher content knowledge? (English)
Sch. Sci. Math. 112, No. 3, 133-146 (2012).
Classification: B50
13
Learning mathematics with technology: The Influence of virtual manipulatives on different achievement groups. (English)
J. Comput. Math. Sci. Teach. 31, No. 1, 39-59 (2012).
Classification: U53 C73 U63
14
An initial examination of effect sizes for virtual manipulatives and other instructional treatments. (English)
Paditz, Ludwig (ed.) et al., Proceedings of the 11th international conference of The Mathematics Education into the 21st Century Project ‒ MEC 21: On turning dreams into reality. Transformations and paradigm shifts in mathematics education, Grahamstown, South Africa, September 11‒17, 2011. Grahamstown: The Mathematics Education into the 21st Century Project ‒ MEC 21 (ISBN 83-919465-0-9/pbk). 236-241 (2011).
Classification: C70 U60
15
A comprehensive model for examining pre-service teachers’ knowledge of technology tools for mathematical learning: the T-MATH framework. (English)
Paditz, Ludwig (ed.) et al., Proceedings of the 11th international conference of The Mathematics Education into the 21st Century Project ‒ MEC 21: On turning dreams into reality. Transformations and paradigm shifts in mathematics education, Grahamstown, South Africa, September 11‒17, 2011. Grahamstown: The Mathematics Education into the 21st Century Project ‒ MEC 21 (ISBN 83-919465-0-9/pbk). 169-174 (2011).
Classification: B50 D29
16
Elementary pre-service teachers: can they experience mathematics teaching anxiety without having mathematics anxiety? (English)
Issues Undergrad. Math. Prep. Sch. Teach., J. 5, Teacher Attributes, 14 p. (2011).
Classification: C29 B50
17
Canine conjectures: using data for proportional reasoning. (English)
Math. Teach. Middle Sch. 17, No. 1, 26-32 (2011).
Classification: K43 F83
18
Mathematics circles: A structured approach to problem solving. (English)
Math. Teach. Middle Sch. 14, No. 4, 214-221 (2008).
Classification: D53 D43
19
Developing students’ representational fluency using virtual and physical algebra balances. (English)
J. Comput. Math. Sci. Teach. 26, No. 2, 155-173 (2007).
Classification: H22 U62 U52
20
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Result 1 to 20 of 25 total

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