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Result 1 to 20 of 25 total

Perspectives and practices of elementary teachers using an internet-based formative assessment tool: the case of assessing mathematics concepts. (English)
Int. J. Technol. Math. Educ. 23, No. 1, 3-11 (2016).
Classification: D60 U70
1
Examining the impact of writing and literacy connections on mathematics learning. (English)
Investig. Math. Learn. 8, No. 3, 59-74 (2016).
Classification: D40 C50 D50
2
Elementary education pre-service teachers’ development of mathematics technology integration skills in a technology integration course. (English)
J. Comput. Math. Sci. Teach. 34, No. 4, 431-453 (2015).
Classification: U70 D39
3
Linking professional development, teacher outcomes, and student achievement: the case of a learner-centered mathematics program for elementary school teachers. (English)
Int. J. Educ. Res. 72, 26-37 (2015).
Classification: D39 D49
4
Elementary school teachers’ use of technology during mathematics teaching. (English)
Comput. Sch. 31, No. 4, 271-292 (2014).
Classification: U70 U50 D50
5
Cases on technology integration in mathematics education. (English)
Hershey, PA: IGI Global (ISBN 978-1-4666-6497-5/hbk; 978-1-4666-6498-2/ebook). 421~p. (2014).
Classification: U70
6
Deepening pre-service teachers’ knowledge of technology, pedagogy, and content (TPACK) in an elementary school mathematics methods course. (English)
J. Comput. Math. Sci. Teach. 33, No. 2, 233-250 (2014).
Classification: C39 D39
7
The association between teachers’ beliefs, enacted practices, and student learning in mathematics. (English)
Math. Educ. (Athens) 22, No. 2, 11-30 (2013).
Classification: C72 C29 D42 D62
8
Implications for developing and researching elementary school mathematics coaches. (English)
Sch. Sci. Math. 113, No. 6, 297-307 (2013).
Classification: D40 C30
9
Guiding teachers in the use of a standards-based mathematics curriculum: teacher perceptions and subsequent instructional practices after an intensive professional development program. (English)
Sch. Sci. Math. 113, No. 1, 16-28 (2013).
Classification: D30 D40 B50 C29
10
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
11
Supporting mathematics instruction with an expert coaching model. (English)
Math. Teach. Educ. Dev. 14, No. 1, 78-93 (2012).
Classification: B50 C70 D49
12
Common core state standards for mathematics: the big picture. (English)
Teach. Child. Math. 18, No. 6, 378-383 (2012).
Classification: B70
13
Rectangletown. (English)
Teach. Child. Math. 18, No. 5, 281-284 (2011).
Classification: G32 F92
14
Best creek-jumping methods. (English)
Teach. Child. Math. 18, No. 3, 136-140 (2011).
Classification: F92 K42 M92 U62 Reviewer: Peter Dürr (Linkenheim)
15
Developing teachers’ technological, pedagogical, and content knowledge (TPACK) through mathematics professional development. (English)
Int. J. Technol. Math. Educ. 18, No. 2, 83-95 (2011).
Classification: B50
16
Technology to develop algebraic reasoning. (English)
Teach. Child. Math. 17, No. 8, 472-478 (2011).
Classification: H22 E42 C32 U52
17
Examining how the enactment of TPACK varies across grade levels in mathematics. (English)
J. Comput. Math. Sci. Teach. 30, No. 1, 37-59 (2011).
Classification: B50 C79
18
Employing technology-rich mathematical tasks in professional development to develop teachers’ technological, pedagogical, and content knowledge (TPACK). (English)
J. Comput. Math. Sci. Teach. 29, No. 4, 455-472 (2010).
Classification: B50 D49
19
Learning to share equally. (English)
Teach. Child. Math. 15, No. 9, 558-563 (2009).
Classification: F92 D52
20
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Result 1 to 20 of 25 total

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