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Result 1 to 12 of 12 total

Designing innovative learning activities to face difficulties in algebra of dyscalculic students: exploiting the functionalities of AlNuSet. (English)
Leung, Allen (ed.) et al., Digital technologies in designing mathematics education tasks. Potential and pitfalls. Cham: Springer (ISBN 978-3-319-43421-6/hbk; 978-3-319-43423-0/ebook). Mathematics Education in the Digital Era 8, 193-214 (2017).
Classification: U70 D70 C40 H20
1
Juggling reference frames in the microworld Mak-Trace: the case of a student with MLD. (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). 81-88 (2014).
Classification: C33 C43 D73
2
Natural language as a tool for analyzing the proving process: the case of plane geometry proof. (English)
Educ. Stud. Math. 80, No. 3, 433-450 (2012).
Classification: C50 E40 E50 G40
3
The role of language in the process of demonstration in plane geometry. (Les rôles du langage dans la recherche d’une démonstration en géométrie plane.) (French. English summary)
Rech. Didact. Math. 28, No. 2, 183-218 (2008).
Classification: E54 C54 C34 G44
4
Technology Enhanced Learning in Mathematics: The cross-experimentation approach adopted by the TELMA European Research Team. (English)
Mat. Didatt. 21, No. 1, 67-74 (2007).
Classification: D30 R20 U70
5
Teaching and learning concrete and theoretical arithmetic through technology. (English)
Electron. J. Math. Technol. 1, No. 3, 285-295, electronic only (2007).
Classification: U70 U50 R20 F10
6
Construction and management of learning environments using technical instruments: A case study. (Costruire e gestire ambienti di apprendimento che integrano strumenti tecnologici: analisi di un caso di studio.) (Italian)
Insegn. Mat. Sci. Integr. 27A-B, No. 5, 513-546 (2004).
Classification: U72
7
Verbalization as a mediator between figural and theoretical aspects. (English)
Novotná, Jarmila, CERME 2: European Research in Mathematics Education II. Pt. 1 and 2. ,. 564-576 (2002).
Classification: C33
8
Verbalisation as mediation between figure and theory. (La verbalisation comme médiation entre figural et théorique.) (French)
Colloque EM 2000: L’enseignement des mathématiques dans les pays francophones au XXè siècle, et ses perspectives pour le début due XXIè siècle. Proceedings. ,. 5 p. (2001).
Classification: G40
9
Verbalization as a mediator between figural and theoretical aspects. (English)
van den Heuvel-Panhuizen, Marja, Proceedings of the 25th conference of the International Group for the Psychology of Mathematics Education. Vol. 4. , (ISBN 90-74684-16-5). 105-112 (2001).
Classification: C33
10
The voices and echoes game’ and the interiorization of crucial aspects of theoretical knowledge in a Vygotskian perspective: ongoing research. (English)
Alwyn, Olivier et al., 22. Conference of the International Group for the Psychology of Mathematics Education (PME 22). Proceedings. Vol. 2. ,. 120-127 (1998).
Classification: C33
11
Approaching theoretical knowledge through voices and echoes: a Vygotskian perspective. (English)
Pehkonen, Erkki, 21. conference of the International Group for the Psychology of Mathematics Education (PME). ,. 81-88 (1997).
Classification: D20
12
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