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Result 1 to 16 of 16 total

Why defining the construct matters: an examination of teacher knowledge using different lenses on one assessment. (English)
Math. Enthus. 13, No. 1-2, 93-110 (2016).
Classification: D69 D39
1
Challenges and strategies for assessing specialised knowledge for teaching. (English)
Math. Teach. Educ. Dev. 17, No. 1, 12-29 (2015).
Classification: D69
2
Reflection as professional knowledge for mathematics teachers. (English)
J. Korean Soc. Math. Educ., Ser. D, Res. Math. Educ. 19, No. 1, 1-17 (2015).
Classification: C39 D39
3
Using the mixture Rasch model to explore knowledge resources students invoke in mathematic and science assessments. (English)
Sch. Sci. Math. 115, No. 7, 356-365 (2015).
Classification: D63 D53
4
Tracing professional development to practice: connection making and content knowledge in one teacher’s experience. (English)
J. Math. Teach. Educ. 18, No. 3, 273-297 (2015).
Classification: D39 F80 D40
5
Connection making: capitalizing on the affordances of dynamic representations through mathematically relevant questioning. (English)
Hegedus, Stephen J. (ed.) et al., The SimCalc vision and contributions. Democratizing access to important mathematics. Dordrecht: Springer (ISBN 978-94-007-5695-3/hbk; 978-94-007-5696-0/ebook). Advances in Mathematics Education, 285-298 (2013).
Classification: U50 C30 D40 C70
6
CCSSM: examining the critical areas in grades 5 and 6. (English)
Teach. Child. Math. 18, No. 9, 566-573 (2012).
Classification: B73 D33 D53 F93
7
Measuring mathematical knowledge for teaching fractions with drawn quantities. (English)
J. Res. Math. Educ. 43, No. 4, 391-427 (2012).
Classification: D69 C49 F40 F70
8
Making sense of double number lines in professional development: exploring teachers’ understandings of proportional relationships. (English)
J. Math. Teach. Educ. 15, No. 5, 381-403 (2012).
Classification: B50 C39 F39 F49
9
Mathematics teachers’ reasoning about fractions and decimals using drawn representations. (English)
Math. Think. Learn. 13, No. 3, 198-220 (2011).
Classification: B50 E49
10
Understanding a teacher’s reflections: A case study of a middle school mathematics teacher. (English)
Sch. Sci. Math. 107, No. 6, 246 (2007).
Classification: C70 C29
11
What learner-centered professional development looks like: the pilot studies of the InterMath professional development project. (English)
Math. Educ. (Athens) 16, No. 1, 4-13 (2006).
Classification: B53
12
An analysis of the use of graphical representation in participants’ solutions. (English)
Math. Educ. (Athens) 16, No. 1, 22-34 (2006).
Classification: B50 D59 C39
13
Promoting problem solving across geometry and algebra by using technology. (English)
Math. Teach. (Reston) 98, No. 9, 599-603 (2005).
Classification: D50
14
Do you need a PhD to teach K-8 mathematics in ways respected by the mathematics education community? (English)
Math. Educ. (Athens) 14, No. 1, 2-7 (2004).
Classification: D20 B50
15
Engaging students through technology. (English)
Math. Teach. Middle Sch. 9, No. 6, 300-305 (2004).
Classification: U73
16
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Result 1 to 16 of 16 total

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