Result **1** to **20** of **23** total

Supporting teachers in structuring mathematics lessons involving challenging tasks. (English)

J. Math. Teach. Educ. 18, No. 2, 123-140 (2015).

1

Encouraging students to persist when working on challenging tasks: some insights from teachers. (English)

Aust. Math. Teach. 70, No. 1, 3-11 (2014).

2

Teachers holding back from telling: a key to student persistence on challenging tasks. (English)

Aust. Prim. Math. Classr. 19, No. 4, 3-8 (2014).

3

Teaching strategies for building student persistence on challenging tasks: insights emerging from two approaches to teacher professional learning. (English)

Math. Teach. Educ. Dev. 16, No. 2, 46-70, electronic only (2014).

4

Primary teachers’ written unit plans in mathematics and their perceptions of essential elements of these. (English)

Math. Educ. Res. J. 26, No. 4, 853-870 (2014).

5

Choosing, creating and using story problems: some helpful hints. (English)

Aust. Prim. Math. Classr. 18, No. 1, 30-35 (2013).

6

Strategies for encouraging students to persist on challenging tasks: some insights from work in classrooms. (English)

Aust. Prim. Math. Classr. 18, No. 4, 27-32 (2013).

7

Sandy point fun run: a context for understanding and using scale. (English)

Aust. Prim. Math. Classr. 18, No. 3, 35-38 (2013).

8

Music cards. (English)

Math. Teach. Middle Sch. 19, No. 5, 301-307 (2013).

9

Primary teachers’ representations of division: assessing mathematical knowledge that has pedagogical potential. (English)

Math. Educ. Res. J. 25, No. 2, 257-278 (2013).

10

ME 2013e.00124 Clarke, Doug;

Roche, Anne;

Wilkie, Karina;

Wright, Vince;

Brown, Jill;

Downton, Ann;

Horne, Marj;

Knight, Rose;

McDonough, Andrea;

Sexton, Matthew;

Worrall, Chris
Demonstration lessons in mathematics education: teachers’ observation foci and intended changes in practice. (English)

Math. Educ. Res. J. 25, No. 2, 207-230 (2013).

11

Professional knowledge of practising teachers of mathematics. (English)

Perry, Bob (ed.) et al., Research in mathematics education in Australasia 2008‒2011. Rotterdam: Sense Publishers (ISBN 978-94-6091-968-8/pbk; 978-94-6091-969-5/hbk; 978-94-6091-970-1/ebook). 313-341 (2012).

12

Building teachers’ expertise in understanding, assessing and developing children’s mathematical thinking: the power of task-based, one-to-one assessment interviews. (English)

ZDM, Int. J. Math. Educ. 43, No. 6-7, 901-913 (2011).

13

The one-minute challenge. (English)

Teach. Child. Math. 17, No. 6, 342-349 (2011).

14

The power of a single game to address a range of important ideas in fraction learning. (English)

Aust. Prim. Math. Classr. 15, No. 3, 18-24 (2010).

15

Decimats: helping students to make sense of decimal place value. (English)

Aust. Prim. Math. Classr. 15, No. 2, 4-10 (2010).

16

Using mathematical tasks built around "real" contexts: opportunities and challenges for teachers and students. (English)

Aust. Prim. Math. Classr. 14, No. 2, 24-31 (2009).

17

Students’ fraction comparison strategies as a window into robust understanding and possible pointers for instruction. (English)

Educ. Stud. Math. 72, No. 1, 127-138 (2009).

18

Ten practical tips for making fractions come alive and make sense. (English)

Math. Teach. Middle Sch. 13, No. 7, 372-380 (2008).

19

When successful comparison of decimals doesn’t tell the full story. (English)

Novotná, Jarmila (ed.) et al., Mathematics in the centre. Proceedings of the 30th annual conference of the International Group for the Psychology of Mathematics Education, PME, Prague, Czech Republic, July 16‒21, 2006. Vol. 1-5. Prague: Charles University, Faculty of Education. Part 4, 425-432 (2006).

20

Result **1** to **20** of **23** total