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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).
Classification: D39 D32 D42 D52
1
Encouraging students to persist when working on challenging tasks: some insights from teachers. (English)
Aust. Math. Teach. 70, No. 1, 3-11 (2014).
Classification: D50 C20
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).
Classification: D50 C40
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).
Classification: C39 D59 D39
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).
Classification: D40
5
Choosing, creating and using story problems: some helpful hints. (English)
Aust. Prim. Math. Classr. 18, No. 1, 30-35 (2013).
Classification: F92 D52
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).
Classification: D40 D30
7
Sandy point fun run: a context for understanding and using scale. (English)
Aust. Prim. Math. Classr. 18, No. 3, 35-38 (2013).
Classification: D40 D80
8
Music cards. (English)
Math. Teach. Middle Sch. 19, No. 5, 301-307 (2013).
Classification: F83 M43 D83
9
Primary teachers’ representations of division: assessing mathematical knowledge that has pedagogical potential. (English)
Math. Educ. Res. J. 25, No. 2, 257-278 (2013).
Classification: F39 F49 D69 B50
10
Demonstration lessons in mathematics education: teachers’ observation foci and intended changes in practice. (English)
Math. Educ. Res. J. 25, No. 2, 207-230 (2013).
Classification: B50 C70
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).
Classification: D29 B50 C49 C39
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).
Classification: C70 B50
13
The one-minute challenge. (English)
Teach. Child. Math. 17, No. 6, 342-349 (2011).
Classification: U62 F32
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).
Classification: U63 F43
15
Decimats: helping students to make sense of decimal place value. (English)
Aust. Prim. Math. Classr. 15, No. 2, 4-10 (2010).
Classification: F43 D73 U63
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).
Classification: D52 M12 C72 D53 M13 C73
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).
Classification: F40 C30
18
Ten practical tips for making fractions come alive and make sense. (English)
Math. Teach. Middle Sch. 13, No. 7, 372-380 (2008).
Classification: F43 D43
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).
Classification: F42 F43 C32 C33
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Result 1 to 20 of 23 total

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