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The importance of subject knowledge for mathematics teaching: an analysis of feedback from subject knowledge enhancement courses. (English)
Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 35, No. 3. Proceedings of the day conference, University of Reading, UK, November 7, 2015. London: British Society for Research into Learning Mathematics (BSRLM). 37-42 (2016).
Classification: D39
1
"Can any fraction be turned into a decimal?" A case study of a mathematical group discussion. (English)
Kieran, Carolyn et al., Learning discourse. Kluwer, Dordrecht (ISBN 1-4020-1024-9). 143-185 (2002).
Classification: F40 D40
2
’Can any fraction be turned into a decimal?’ A case study of a mathematical group discussion. (English)
Educ. Stud. Math. 46, No. 1-3, 143-185 (2001).
Classification: C60
3
Language socialization in the mathematics classroom: discourse practices and mathematical thinking. (English)
Lampert, Magdalene et al., Talking mathematics in school: studies of teaching and learning. Cambridge University Press, Cambridge (ISBN 0-521-62136-4). 17-55 (1998).
Classification: C50
4
The Vertical Hand Span: Nonstandard Units, Expressions, and Symbols in the Classroom. (English)
J. Math. Behav. 14, No. 3, 327-45 (1995).
Classification: C53 C33
5
Across the Curriculum: Ready to Write. Math in Action. The Art Lesson. Hands-on Science. (English)
Instructor 103, No. 3, 24,26,28-32 (1993).
Classification: G22
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