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Developing argumentation skills in mathematics through computer-supported collaborative learning: the role of transactivity. (English)
Instr. Sci. 44, No. 5, 477-500 (2016).
Classification: E50 C30 U70 U50
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The transition from school to university: theoretical foundations and practical application of a support intervention at the beginning of the mathematics study. (Der Übergang von der Schule zur Universität: theoretische Fundierung und praktische Umsetzung einer Unterstützungsmaßnahme am Beginn des Mathematikstudiums.) (German)
Bausch, Isabell (ed.) et al., Mathematische Vor- und Brückenkurse. Konzepte, Probleme und Perspektiven. 1. Arbeitstagung des “Kompetenzzentrums Hochschuldidaktik Mathematik", Kassel, Deutschland, November 3‒5, 2011. Wiesbaden: Springer Spektrum (ISBN 978-3-658-03064-3/pbk; 978-3-658-03065-0/ebook). Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik, 37-53 (2014).
Classification: B40 D35 D45
2
Effects of collaboration scripts and heuristic worked examples on the acquisition of mathematical argumentation skills of teacher students with different levels of prior achievement. (English)
Learn. Instr. 32, 22-36 (2014).
Classification: D49 D39 E59 C39
3
Different collaborative learning settings to foster mathematical argumentation skills. (English)
Tso, Tai-Yih (ed.), Proceedings of the 36th conference of the International Group for the Psychology of Mathematics Education “Opportunities to learn in mathematics education", PME 36, Taipei, Taiwan, July 18‒22, 2012, Vol. 3. Taipei: National Taiwan Normal University. 345-352 (2012).
Classification: D40 E50 D50
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