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Result 1 to 20 of 32 total

Supporting or alienating students during their transition to higher education: mathematically relevant trajectories in the contexts of England and Norway. (English)
Int. J. Educ. Res. 79, 240-257 (2016).
Classification: C25 C35 C95
1
Collective design of an e-textbook: teachers’ collective documentation. (English)
J. Math. Teach. Educ. 19, No. 2-3, 187-203 (2016).
Classification: U20 D50 U50 U70 B50
2
Research on mathematics teachers as partners in task design. (English)
J. Math. Teach. Educ. 19, No. 2-3, 105-121 (2016).
Classification: D20 D50 D30 B50 A60
3
Teachers’ use of resources in and for mathematics teaching. (English)
Nord. Mat.didakt. 20, No. 3-4, 199-222 (2015).
Classification: D40 D30 U10
4
Students’ attitudes towards mathematics across lower secondary schools in Shanghai. (English)
Pepin, Birgit (ed.) et al., From beliefs to dynamic affect systems in mathematics education. Exploring a mosaic of relationships and interactions. Cham: Springer (ISBN 978-3-319-06807-7/hbk; 978-3-319-06808-4/ebook). Advances in Mathematics Education, 157-178 (2015).
Classification: C23
5
Mathematics and its value for engineering students: what are the implications for teaching? (English)
Int. J. Math. Educ. Sci. Technol. 46, No. 3, 321-336 (2015).
Classification: D35 D45 M55
6
From beliefs to dynamic affect systems in mathematics education. Exploring a mosaic of relationships and interactions. (English)
Advances in Mathematics Education. Cham: Springer (ISBN 978-3-319-06807-7/hbk; 978-3-319-06808-4/ebook). xix, 407~p. (2015).
Classification: A60 C20
7
How a primary mathematics teacher in Shanghai improved her lessons on ‘angle measurement’. (English)
Pope, Sue (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Proceedings of the British congress of mathematics education, BCME-8, University of Nottingham, UK, April 14‒17, 2014. London: British Society for Research into Learning Mathematics (BSRLM). 113-120 (2014).
Classification: D39 D49 G40
8
An expert teacher’s local instruction theory underlying a lesson design study through school-based professional development. (English)
Nicol, Cynthia (ed.) et al., Proceedings of the 38th conference of the International Group for the Psychology of Mathematics Education “Mathematics education at the edge", PME 38 held jointly with the 36th conference of PME-NA, Vancouver, Canada, July 15‒20, 2014, Vol. 2. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-362-3/v.2). 401-408 (2014).
Classification: D39 D40
9
Rethinking algebra teaching in the light of ‘orchestration of signs’ ‒ exploring the “equal sign" in a Norwegian mathematics classroom. (English)
Leung, Frederick Koon Shing (ed.) et al., Algebra teaching around the world. Rotterdam: Sense Publishers (ISBN 978-94-6209-706-3/hbk; 978-94-6209-705-6/pbk; 978-94-6209-707-0/ebook). The Learner’s Perspective Study 5, 39-57 (2014).
Classification: H33 E43
10
Re-sourcing curriculum materials: in search of appropriate frameworks for researching the enacted mathematics curriculum. (English)
ZDM, Int. J. Math. Educ. 46, No. 5, 837-842 (2014).
Classification: D30 U20 B70
11
Student transition to university mathematics education: transformations of people, tools and practices. (English)
Rezat, Sebastian (ed.) et al., Transformation ‒ a fundamental idea of mathematics education. New York, NY: Springer (ISBN 978-1-4614-3488-7/hbk; 978-1-4614-3489-4/ebook). 65-83 (2014).
Classification: D35 D45 C35
12
From instrumental to documentational approach: towards a holistic perspective of teachers’ resource systems in higher education. (English)
Res. Math. Educ. 16, No. 2, 156-160 (2014).
Classification: D25
13
Students’ perceptions of how they learn best in higher education mathematics courses. (English)
Ubuz, Behiye (ed.) et al., CERME 8. Proceedings of the eigth congress of the European Society of Research in Mathematics Education, Antalya, Turkey, February 6‒10, 2013. Ankara: Middle East Technical University (ISBN 978-975-429-315-9). 2446-2455 (2013).
Classification: C35 C25 D45
14
Collective work with resources: an essential dimension for teacher documentation. (English)
ZDM, Int. J. Math. Educ. 45, No. 7, 1003-1016 (2013).
Classification: D49 D39 B50
15
Re-sourcing teachers’ work and interactions: a collective perspective on resources, their use and transformation. (English)
ZDM, Int. J. Math. Educ. 45, No. 7, 929-943 (2013).
Classification: D29 D40 C79 B50 U19
16
Developing mathematical proficiency and democratic agency through participation ‒ an analysis of teacher-student dialogues in a Norwegian 9th grade classroom. (English)
Kaur, Berinderjeet (ed.) et al., Student voice in mathematics classrooms around the world. Rotterdam: Sense Publishers (ISBN 978-94-6209-349-2/hbk; 978-94-6209-348-5/pbk; 978-94-6209-350-8/ebook). The Learner’s Perspective Study 4, 143-160 (2013).
Classification: C73 C53
17
Exploring feedback in the mathematics classroom: developing an analytical tool. (English)
Grevholm, Barbro (ed.) et al., Nordic research in didactics of mathematics: past, present and future. Oslo: Cappelen Damm Akademisk (ISBN 978-82-02-39348-9/pbk). 409-420 (2013).
Classification: C70 D60 D40 D20
18
Investigating textbooks as crucial interfaces between culture, policy and teacher curricular practice: two contrasted case studies in France and Norway. (English)
ZDM, Int. J. Math. Educ. 45, No. 5, 685-698 (2013).
Classification: U23 D33 B73 C63 A43
19
From text to ‘lived’ resources. Mathematics curriculum materials and teacher development. (English)
Mathematics Teacher Education 7. Berlin: Springer (ISBN 978-94-007-1965-1/hbk; 978-94-007-1966-8/ebook). xx, 363~p. (2012).
Classification: D40 B50
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