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Result 1 to 20 of 21 total

Three strategies for opening curriculum spaces. (English)
Teach. Child. Math. 21, No. 6, 346-353 (2015).
Classification: D32 D42
1
Use of video analysis to support prospective K‒8 teachers’ noticing of equitable practices. (English)
Math. Teach. Educ. 2, No. 2, 108-140 (2014).
Classification: D49 D39 U89
2
Lesson planning with the common core. (English)
Math. Teach. (Reston) 108, No. 3, 206-211 (2014).
Classification: D40 D30
3
Using video analysis to support prospective K-8 teachers’ noticing of students’ multiple mathematical knowledge bases. (English)
J. Math. Teach. Educ. 17, No. 3, 245-270 (2014).
Classification: D39 C30
4
Self-directed teacher learning in collaborative contexts. (English)
Sch. Sci. Math. 113, No. 2, 94-105 (2013).
Classification: C39 C29
5
Promoting equity in mathematics teacher preparation: a framework for advancing teacher learning of children’s multiple mathematics knowledge bases. (English)
J. Math. Teach. Educ. 15, No. 1, 67-82 (2012).
Classification: B50 C60
6
Tailoring tasks to meet students’ needs. (English)
Math. Teach. Middle Sch. 16, No. 9, 550-555 (2011).
Classification: D53
7
Strengthen your mathematical muscles. (English)
Teach. Child. Math. 17, No. 3, 178-183 (2010).
Classification: B50
8
Middle school mathematics teachers’ use of curricular reasoning in a collaborative professional development project. (English)
Remillard, Janine T. (ed.) et al., Mathematics teachers at work. Connecting curriculum materials and classroom instruction. London: Routledge (ISBN 978-0-415-99010-3/hbk; 978-0-415-89936-9/pbk; 978-0-203-88464-5/ebook). Studies in Mathematical Thinking and Learning Series, 302-320 (2009).
Classification: D30 D40 B50
9
Connecting multiplication to contexts and language. (English)
Teach. Child. Math. 15, No. 8, 502-512 (2009).
Classification: F92 F32
10
Break the area boundaries: reflect and discuss. (English)
Teach. Child. Math. 16, No. 1, 18-27 (2009).
Classification: G32 U62
11
Connecting science and mathematics: using inquiry investigations to learn about data collection, analysis, and display. (English)
Sch. Sci. Math. 109, No. 1, 31-40 (2009).
Classification: B50 M19
12
Learning about data display: Connecting mathematics and science inquiry. (English)
Teach. Child. Math. 14, No. 6, 375-382 (2008).
Classification: M19 K49
13
University mathematics and science faculty modeling their understanding of reform based instruction in a teacher preparation program: Voices of faculty and teacher candidates. (English)
Int. J. Sci. Math. Educ. 3, No. 3, 407-428 (2005).
Classification: B50 D39
14
Mathematics teaching as a deliberate practice: An investigation of elementary pre-service teachers’ reflective thinking during student teaching. (English)
J. Math. Teach. Educ. 7, No. 1, 33-61 (2004).
Classification: B52 D42
15
Institutional norms and policies that influence college mathematics professors in the process of changing to reform-based practices. (English)
Sch. Sci. Math. 103, No. 7, 331-344 (2003).
Classification: D35 B40
16
Designing and implementing meaningful field-based experiences for mathematics methods courses. A framework and program description. (English)
Math. Educ. (Athens) 13, No. 1, 22-32 (2003).
Classification: D60
17
Promoting mathematical discourse through children’s literature. (English)
Teach. Child. Math. 9, No. 7, 385-389 (2003).
Classification: D42 C52
18
Flying through graphs: An introduction to graph theory. (English)
Math. Teach. (Reston) 94, No. 8, . 680 (2001).
Classification: K30
19
Perceptions of reform-based teaching and learning in a college mathematics class. (English)
J. Math. Teach. Educ. 3, No. 3, 225-250 (2000).
Classification: C29
20
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Result 1 to 20 of 21 total

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