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Result 1 to 14 of 14 total

Mathematical reasoning ‒ moving beyond ‘because\dots’. (English)
Prim. Math. 19, No. 1, 17-19 (2015).
Classification: E52 D52 F32
1
Structuring the problem-solving process for young learners. (English)
Math. Teach. (Derby) 246, 17-18 (2015).
Classification: D50
2
Attitudes to learning: working with a group of lower achieving year 5 children. (English)
Equals, Anniversary Edition, 4-7 (2014).
Classification: C20 C70 D70
3
Problem solving with NRICH and the 2014 national curriculum. (English)
Prim. Math. 19, No. 2, 9-13 (2015).
Classification: B70 D50 D30 D40
4
Coaching: what do primary teachers perceive as the effective elements of a specialist-coaching approach when developing their classroom practice in mathematics? (English)
Barmby, P. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 34, No. 1. Proceedings of the day conference, King’s College, London, UK, March 1, 2014. London: British Society for Research into Learning Mathematics (BSRLM). 107-112 (2014).
Classification: D49
5
Understanding fractions. (English)
Prim. Math. 18, No. 2, 15-17 (2014).
Classification: F42 D72 C32 U62
6
Using dice games in the classroom for formative assessment. (English)
Prim. Math. 17, No. 2, 5-8 (2013).
Classification: D62 F22 F32 U62
7
New school year, new beginnings, new opportunities. (English)
Prim. Math. 16, No. 3, 24-25 (2012).
Classification: U32 U42 U62 F12
8
2012 Olympics and data handling opportunities. (English)
Prim. Math. 16, No. 1, 24-26 (2012).
Classification: K42 M92
9
Generic proof\dots and the power of a model and image to show mathematical structure and thinking. (English)
Prim. Math. 16, No. 2, 16-19 (2012).
Classification: E52 D52 F32
10
Attitudes to learning: working with a group of lower achieving year 5 children. (English)
Equals 13, No. 3, 18-19 (2007).
Classification: C20 C60 D70
11
Supporting children’s mathematical learning ‒ some short training sessions for teaching assistants. (English)
Equals 12, No. 3, 8-10 (2006).
Classification: B50
12
The power of the interactive whiteboard. Is the power of the interactive whiteboard, in its ability to contribute to creating conditions for learning, a step towards raising attainment? (English)
Micromath 21, No. 2, 11-15 (2005).
Classification: C72 C73 U62 U63
13
What does it mean to ’Use the interactive whiteboard’ in the daily mathematics lesson? (English)
Micromath 20, No. 2, 14-16 (2004).
Classification: U60 U70 C70 D30
14
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Result 1 to 14 of 14 total

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