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Result 1 to 20 of 24 total

Students’ mathematical work on absolute value: focusing on conceptions, errors and obstacles. (English)
ZDM, Math. Educ. 48, No. 6, 895-907 (2016).
Classification: D70 H20 H30 F40
1
Representational flexibility and problem-solving ability in fraction and decimal number addition: a structural model. (English)
Int. J. Sci. Math. Educ. 14, Suppl. 2, S397-S417 (2016).
Classification: F40 D50
2
Teachers’ awareness of creativity in mathematical teaching and their practice. (English)
Issues Undergrad. Math. Prep. Sch. Teach., J. 4, Curriculum, 11 p., electronic only (2014).
Classification: D39 C30 C70
3
A multidimensional approach to explore the understanding of the notion of absolute value. (English)
Int. J. Math. Educ. Sci. Technol. 45, No. 2, 159-173 (2014).
Classification: H34 C34 D74
4
Using representations in geometry: a model of students’ cognitive and affective performance. (English)
Int. J. Math. Educ. Sci. Technol. 45, No. 4, 498-511 (2014).
Classification: C23 G43
5
Exploring flexibility: The case of the numerical domain. (Explorer la flexibilité: le cas du domaine numérique.) (French. English summary)
Ann. Didact. Sci. Cogn., No. 16, 25-43 (2011).
Classification: D20 C30 F10
6
One way of assessing the understanding of a geometrical figure. (English)
Acta Didact. Univ. Comen., Math., No. 10, 35-50 (2010).
Classification: C30 G20 G30 D20
7
Students’ self-concept beliefs about the use of geometrical shaped on mathematical problem solving. (English)
Acta Didact. Univ. Comen., Math., No. 10, 87-102 (2010).
Classification: C23 C33 G33 D23
8
Students’ structure for the understanding of the axis of reflective symmetry in mathematics. (English)
Acta Didact. Univ. Comen., Math., No. 9, 41-62 (2009).
Classification: I24 C34 D23
9
An intervention to the metacognitive performance: Self-regulation in mathematics and mathematical modeling. (English)
Acta Didact. Univ. Comen., Math., No. 9, 63-79 (2009).
Classification: C33 M13
10
The structure of students’ beliefs about the use of representations and their performance on the learning of fractions. (English)
Educ. Psychol. 29, No. 6, 713-728 (2009).
Classification: C23 C33 F43
11
Geometric and algebraic approaches in the concept of “limit” and the impact of the “didactic contract”. (English)
Int. J. Sci. Math. Educ. 7, No. 4, 765-790 (2009).
Classification: I24 C34
12
Using the history of mathematics to induce changes in preservice teachers’ beliefs and attitudes: Insights from evaluating a teacher education program. (English)
Educ. Stud. Math. 71, No. 2, 161-180 (2009).
Classification: C29 B52 B53 A39 D39
13
Exploring different aspects of the understanding of function: Toward a four-facet model. (English. French summary)
Can. J. Sci. Math. Technol. Educ. 8, No. 1, 49-69 (2008).
Classification: I20 C30
14
Relations between secondary pupils’ conceptions about functions and problem solving in different representations. (English)
Int. J. Sci. Math. Educ. 5, No. 3, 533-556 (2007).
Classification: C33 E43 I23 D73
15
The interplay of processing efficiency and working memory with the development of metacognitive performance in mathematics. (English)
Mont. Math. Enthus. 4, No. 1, 31-52 (2007).
Classification: C32 D20
16
Cognitive and metacognitive performance on mathematics. (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, 313-320 (2006).
Classification: C32 C33
17
Geometric and algebraic approaches in the concept of complex numbers. (English)
Int. J. Math. Educ. Sci. Technol. 37, No. 6, 681-706 (2006).
Classification: F50
18
The structure of young pupils’ metacognitive abilities in mathematics in relation to their cognitive abilities. (English)
Mediterr. J. Res. Math. Educ. 4, No. 1, 41-69 (2005).
Classification: C32
19
The number line as a geometrical model of addition and substraction of integers. (La droite arithmétique comme modèle géométrique de l’addition et de la soustraction des nombres entiers.) (French)
Ann. Didact. Sci. Cogn. 8, 95-112 (2003).
Classification: F32 C32
20
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