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Result 1 to 15 of 15 total

Use of multiple representations in technology rich environments. (English)
Res. Math. Educ. 15, No. 2, 189-190 (2013).
Classification: U70
1
A functional taxonomy of multiple representations: a tool for analysing technological pedagogical content knowledge. (English)
Smith, C. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 32, No. 3. Proceedings of the day conference, University of Cambridge, UK, June 17, 2012. London: British Society for Research into Learning Mathematics (BSRLM). 1-6 (2012).
Classification: U79 I29 G49 B50
2
Pre-service and in-service teachers’ views of the sources of students’ mathematical difficulties. (English)
Int. Electron. J. Math. Educ. 6, No. 1, 40-59 (2011).
Classification: D70 C20 D20
3
Rethinking about the pedagogy for pedagogical content knowledge in the context of mathematics teaching. (English)
Eurasia J. Math. Sci. Technol. Educ. 7, No. 1, 15-27 (2011).
Classification: D40 D20
4
Pre-Service mathematics teachers’ use of multiple representations in technology-rich environments. (English)
Eurasia J. Math. Sci. Technol. Educ. 6, No. 1, 19-36 (2010).
Classification: I40 D40 B50
5
Factors shaping mathematics lecturers’ service teaching in different departments. (English)
Int. J. Math. Educ. Sci. Technol. 40, No. 5, 597-617 (2009).
Classification: D45 C75
6
Are mathematical abstractions situated? (English)
Watson, Anne (ed.) et al., New directions for situated cognition in mathematics education. New York, NY: Springer (ISBN 978-0-387-71577-3/hbk; 978-0-387-71579-7/e-book). Mathematics Education Library 45, 103-127 (2008).
Classification: C30 E40 I20 C60 C70 D20
7
A dialectical approach to the formation of mathematical abstractions. (English)
Math. Educ. Res. J. 19, No. 2, 89-112 (2007).
Classification: C30 E40
8
Comments on “The co-emergence of machine techniques, paper-and-pencil techniques, and theoretical reflection". (English)
Int. J. Comput. Math. Learn. 11, No. 3, 351-360 (2006).
Classification: R20 H20 D20
9
Abstraction, scaffolding and emergent goals. (English)
Novotná, Jarmila (ed.) et al., Mathematics in the centre. Proceedings of the 30th annual conference of the International Group for the Psychology of Mathematics Education, PME, Prague, Czech Republic, July 16‒21, 2006. Vol. 1-5. Prague: Charles University, Faculty of Education. Part 4, 305-312 (2006).
Classification: C30 C70 D40
10
Abstraction and consolidation. (English)
Educ. Stud. Math. 62, No. 3, 233-258 (2006).
Classification: I24 C34 D24
11
Mathematical abstraction: a dialectical view. (English)
Hewitt, Dave, Proceedings of the British Society for Research into Learning Mathematics. Vol. 25 (2). ,. 79-84 (2005).
Classification: E44 C74
12
Mathematical abstraction through scaffolding. (English)
Johnsen Høines, Marit (ed.) et al., Proceedings of the 28th international conference of the International Group for the Psychology of Mathematics Education, PME 28, Bergen, Norway, July 14‒18, 2004. Bergen: Bergen University College. Part III, 481-488 (2004).
Classification: I24 C34 D44 A64
13
Abstraction and consolidation. (English)
Johnsen Høines, Marit (ed.) et al., Proceedings of the 28th international conference of the International Group for the Psychology of Mathematics Education, PME 28, Bergen, Norway, July 14‒18, 2004. Bergen: Bergen University College. Part III, 353-360 (2004).
Classification: I24 C44 C34 A64
14
Scaffolding, abstraction, and emergent goals. (English)
McNamara, Olwen, Proceedings of the British Society for Research into Learning Mathematics. Vol. 24 (2). ,. 83-89 (2004).
Classification: C34 I24
15
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