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Result 1 to 13 of 13 total

Gender differences in spatial ability: implications for STEM education and approaches to reducing the gender gap for parents and educators. (English)
Khine, Myint Swe (ed.), Visual-spatial ability in STEM education. Transforming research into practice. Cham: Springer (ISBN 978-3-319-44384-3/hbk; 978-3-319-44385-0/ebook). 195-224 (2017).
Classification: C40 C60 C90
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Using real-life data when teaching statistics: student perceptions of this strategy in an introductory statistics course. (English)
Stat. Educ. Res. J. 12, No. 2, 59-70, electronic only (2013).
Classification: K45 K75 K85 D35 M15
2
Using the expectancy value model of motivation to understand the relationship between student attitudes and achievement in statistics. (English)
Stat. Educ. Res. J. 11, No. 2, 72-85, electronic only (2012).
Classification: C25 C35 K45 K75 K85 M75
3
An evaluation of computer-based interactive simulations in the assessment of statistical concepts. (English)
Int. J. Technol. Math. Educ. 19, No. 1, 17-23 (2012).
Classification: D45 D65 C75 U55
4
The development and evaluation of a survey that makes use of student data to teach statistics. (English)
J. Stat. Educ. 18, No. 1, 19 p. (2010).
Classification: D45 K15
5
Using interactive simulations in assessment: the use of computer-based interactive simulations in the assessment of statistical concepts. (English)
Int. J. Technol. Math. Educ. 17, No. 1, 43-51 (2010).
Classification: D65 U55
6
Statistics? you must be joking: the application and evaluation of humor when teaching statistics. (English)
J. Stat. Educ. 17, No. 2, 12 p. (2009).
Classification: D45 C75
7
Focussing on mental arithmetic. (English)
van denHeuvel-Panhuizen, Marja, Proceedings of the 25th conference of the international Group for the Psychology of Mathematics Education. Vol. 1. , (ISBN 90-74684-16-5). 272 (2001).
Classification: F30
8
Immediate and sequential experience of numbers. (English)
Pehkonen, Erkki, 21. conference of the International Group for the Psychology of Mathematics Education (PME). ,. 288-295 (1997).
Classification: F22
9
Are there specific problems for the lower grades? (Existen problemas específicos en los primeros cursos de la escuela?) (Spanish)
Uno 3, No. 9, 49-57 (1996).
Classification: F30
10
Early conceptions of division: a phenomenographic approach. Fruehe Auffassungen von der Division: ein phaenomenographischer Zugang. (English)
Fiftheenth PME conference. Vol. 3. Proceedings. Tagungsband der 15. PME-Konferenz. Bd. 3. Editor(s): Furinghetti, F. (Genoa Univ. (Italy). Dipt. di Matematica) International Group for the Psychology of Mathematics Education 1991. p. 72-79 of 390 p. Available from Genoa Univ. (Italy). Dipt. di Matematica. Conference: 15. Annual Conference of the International Group for the Psychology of Mathematics Education (PME), Assisi (Italy), 29 Jun - 4 Jul 1991
Classification: F22 C32
11
Early conceptions of subtraction. Fruehe Subtraktionsvorstellungen. (English)
Thirteenth international conference of the International Group on Psychology of Mathematics Education. Vol. 3. Proceedings. 13. internationale Tagung der Gruppe fuer Psychologie und Mathematikunterricht. Bd. 3. Proceedings. International Group for the Psychology of Mathematics Education; Paris-5 Univ., 75 (France). Lab. de Psychologie du Developpement et de l’Education de l’Enfant 1989. p. 41-48 of 288 p. Available from Paris-5 Univ., 75 (France). Lab. de Psychologie du Developpement et de l’Education de l’Enfant. Conference: 13. Annual Conference of the International Group for the Psychology of Mathematics Education (PME), Paris (France), 9-13 Jul 1989
Classification: F92 F32 C32
12
LODI: a research project on aim-oriented differentiation. LODI. Ein Forschungsprojekt zur lernzielorientierten Differenzierung. (German)
Stuttgart, Germany, F.R.: Kultusministerium Baden-Wuerttemberg. 1976. vp. ISBN: 3980011607
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