Result **1** to **20** of **81** total

Didactique goes travelling: its actual and potential articulations with other traditions of research on the learning and teaching of mathematics. (English)

Hodgson, Bernard R. (ed.) et al., The didactics of mathematics: approaches and issues. A homage to Michèle Artigue. Cham: Springer (ISBN 978-3-319-26046-4/hbk; 978-3-319-26047-1/ebook). 15-41 (2016).

1

Taking design to task: a critical appreciation. (English)

Watson, Anne (ed.) et al., Task design in mathematics education. An ICMI study 22. Based on the conference, Oxford, UK, July 2013. Cham: Springer (ISBN 978-3-319-09628-5/hbk; 978-3-319-09629-2/ebook). New ICMI Study Series, 311-320 (2015).

2

Rational number and proportional reasoning in early secondary school: towards principled improvement in mathematics. (English)

Res. Math. Educ. 17, No. 1, 38-56 (2015).

3

Reaction to Section 3: Some methodological reflections on studies of mathematical affect. (English)

Pepin, Birgit (ed.) et al., From beliefs to dynamic affect systems in mathematics education. Exploring a mosaic of relationships and interactions. Cham: Springer (ISBN 978-3-319-06807-7/hbk; 978-3-319-06808-4/ebook). Advances in Mathematics Education, 383-393 (2015).

4

Assessment practices in secondary-school mathematics teaching in Brazil. (English)

Pope, Sue (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Proceedings of the British congress of mathematics education, BCME-8, University of Nottingham, UK, April 14‒17, 2014. London: British Society for Research into Learning Mathematics (BSRLM). 41-48 (2014).

5

From networked theories to modular tools? (English)

Bikner-Ahsbahs, Angelika (ed.) et al., Networking of theories as a research practice in mathematics education. Authored by the networking theories group. Cham: Springer (ISBN 978-3-319-05388-2/hbk; 978-3-319-05389-9/ebook). Advances in Mathematics Education, 267-279 (2014).

6

Characteristics and impact of the Further Mathematics Knowledge Networks: analysis of an English professional development. (English)

Teach. Math. Appl. 33, No. 3, 137-149 (2014).

7

Frameworks for analysing the expertise that underpins successful integration of digital technologies into everyday teaching practice. (English)

Clark-Wilson, Alison (ed.) et al., The mathematics teacher in the digital era. An international perspective on technology focused professional development. Dordrecht: Springer (ISBN 978-94-007-4637-4/hbk; 978-94-007-4638-1/ebook). Mathematics Education in the Digital Era 2, 373-393 (2014).

8

From design-based research to re-sourcing ‘in the wild’: reflections on studies of the co-evolution of mathematics teaching resources and practices. (English)

ZDM, Int. J. Math. Educ. 45, No. 7, 1071-1079 (2013).

9

Chance by design: devising an introductory probability module for implementation at scale in English early-secondary education. (English)

ZDM, Int. J. Math. Educ. 45, No. 3, 409-423 (2013).

10

The didactical tetrahedron as a heuristic for analysing the incorporation of digital technologies into classroom practice in support of investigative approaches to teaching mathematics. (English)

ZDM, Int. J. Math. Educ. 44, No. 5, 627-640 (2012).

11

Commentary on the chapter by Anastasios Barkatsas, “Students’ attitudes, engagement and confidence in mathematics and statistics learning: ICT, gender, and equity dimensions”. Testing the hypothesis of a virtuous cycle. (English)

Forgasz, Helen (ed.) et al., Towards equity in mathematics education. Gender, culture, and diversity. Berlin: Springer (ISBN 978-3-642-27701-6/hbk; 978-3-642-27702-3/ebook). Advances in Mathematics Education, 181-185 (2012).

12

The epiSTEMe pedagogical approach: essentials, rationales and challenges. (English)

Smith, C. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol.31, No. 3. Proceedings of the day conference, Oxford, UK, November 2011. London: British Society for Research into Learning Mathematics (BSRLM). 131-136 (2011).

13

Didactical conceptualization of dynamic mathematical approaches: example analysis from the InnoMathEd program. (English)

Int. Electron. J. Math. Educ. 6, No. 2, 89-110 (2011).

14

Conclusion. (English)

Rowland, Tim (ed.) et al., Mathematical knowledge in teaching. Berlin: Springer (ISBN 978-90-481-9765-1/hbk; 978-90-481-9766-8/ebook). Mathematics Education Library 50, 289-291 (2011).

15

Conceptualising mathematical knowledge in teaching. (English)

Rowland, Tim (ed.) et al., Mathematical knowledge in teaching. Berlin: Springer (ISBN 978-90-481-9765-1/hbk; 978-90-481-9766-8/ebook). Mathematics Education Library 50, 83-96 (2011).

16

Using international study series and meta-analytic research syntheses to scope pedagogical development aimed at improving student attitude and achievement in school mathematics and science. (English)

Int. J. Sci. Math. Educ. 9, No. 2, 419-458 (2011).

17

Mathematical knowledge in teaching. (English)

Mathematics Education Library 50. Berlin: Springer (ISBN 978-90-481-9765-1/hbk; 978-90-481-9766-8/ebook). viii, 302~p. (2011).

18

Using longitudinal, cross-system and between-subject analysis of the TIMSS study series to calibrate the performance of lower-secondary mathematics education in England. (English)

Joubert, M. (ed.) et al., Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 30, No. 1. Proceedings of the British congress of mathematics education, BCME-7, University of Manchester, UK, April 6‒9. 2010. London: British Society for Research into Learning Mathematics (BSRLM). 183-190 (2010).

19

Effecting principled improvement in STEM education: Research-based pedagogical development for student engagement and learning in early secondary-school physical science and mathematics. (English)

Joubert, M. (ed.) et al., Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 30, No. 1. Proceedings of the British congress of mathematics education, BCME-7, University of Manchester, UK, April 6‒9. 2010. London: British Society for Research into Learning Mathematics (BSRLM). 191-198 (2010).

20

Result **1** to **20** of **81** total