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Result 1 to 20 of 22 total

A dilemma that underlies an existence proof in geometry. (English)
Educ. Stud. Math. 93, No. 1, 35-50 (2016).
Classification: E50 G40
1
Abduction in proving. (English)
Saénz-Ludlow, Adalira (ed.) et al., Semiotics as a tool for learning mathematics. How to describe the construction, visualisation, and communication of mathematical concepts. Rotterdam: Sense Publishers (ISBN 978-94-6300-336-0/hbk; 978-94-6300-335-3/pbk; 978-94-6300-337-7/ebook). Semiotic Perspectives in the Teaching and Learning of Mathematics Series 3, 155-179 (2016).
Classification: E50 G40 E40
2
Instead of the circle\dots what? (English)
Saénz-Ludlow, Adalira (ed.) et al., Semiotics as a tool for learning mathematics. How to describe the construction, visualisation, and communication of mathematical concepts. Rotterdam: Sense Publishers (ISBN 978-94-6300-336-0/hbk; 978-94-6300-335-3/pbk; 978-94-6300-337-7/ebook). Semiotic Perspectives in the Teaching and Learning of Mathematics Series 3, 127-153 (2016).
Classification: E40 C30 G40 F50
3
Classroom mathematical activity when it is seen as an inter-intra double semiotic process of interpretation. A Peircean perspective. (English)
Saénz-Ludlow, Adalira (ed.) et al., Semiotics as a tool for learning mathematics. How to describe the construction, visualisation, and communication of mathematical concepts. Rotterdam: Sense Publishers (ISBN 978-94-6300-336-0/hbk; 978-94-6300-335-3/pbk; 978-94-6300-337-7/ebook). Semiotic Perspectives in the Teaching and Learning of Mathematics Series 3, 43-66 (2016).
Classification: E40 C70 C30
4
Constructing knowledge seen as a semiotic activity. (English)
Saénz-Ludlow, Adalira (ed.) et al., Semiotics as a tool for learning mathematics. How to describe the construction, visualisation, and communication of mathematical concepts. Rotterdam: Sense Publishers (ISBN 978-94-6300-336-0/hbk; 978-94-6300-335-3/pbk; 978-94-6300-337-7/ebook). Semiotic Perspectives in the Teaching and Learning of Mathematics Series 3, 1-21 (2016).
Classification: C30 C50 E40 D20
5
Semiotics as a tool for learning mathematics. How to describe the construction, visualisation, and communication of mathematical concepts. (English)
Semiotic Perspectives in the Teaching and Learning of Mathematics Series 3. Rotterdam: Sense Publishers (ISBN 978-94-6300-336-0/hbk; 978-94-6300-335-3/pbk; 978-94-6300-337-7/ebook). v, 225~p. (2016).
Classification: A60 D40 C30
6
Teacher semiotic mediation and student meaning-making: a Peircean perspective. (English)
Liljedahl, Peter (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. 4. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-364-7/v.4). 409-416 (2014).
Classification: C70 C50 E40
7
A teacher’s method to introduce story-problems: student-generated problems. (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 5, 9-16 (2006).
Classification: F92 D42
8
Classroom interpreting games with an illustration. (English)
Educ. Stud. Math. 61, No. 1-2, 183-218 (2006).
Classification: C50 D20 E20
9
Metaphor and numerical diagrams in the arithmetical activity of a fourth-grade class. (English)
J. Res. Math. Educ. 35, No. 1, 34-56 (2004).
Classification: F32 C32 C52 C62
10
An interpreting game in a third grade classroom. (English)
Pateman, Neil A. et al., Proceedings of the 27th Conference of the International Group for the Psychology of Mathematics Education held jointly with the 25th Conference of PME-NA. Vol. 4. ,. 79-86 (2003).
Classification: C52
11
A collective chain of signification in conceptualizing fractions: a case of a fourth-grade class. (English)
J. Math. Behav. 22, No. 2, 181-211 (2003).
Classification: F42
12
Sign as a process of representation: a Peircean perspective. (German)
Hitt, Fernando, Representations and mathematics visualization. Cinvestav-IPN, Mexico (ISBN 968-5226-10-5). 277-296 (2002).
Classification: C30
13
Question- and diagram-mediated mathematical acitivity: A case in a fourth grade classroom. (English)
Focus Learn. Probl. Math. 23, No. 4, 27-40 (2001).
Classification: C72
14
Discussion group: Semiotics in mathematics education. (English)
van denHeuvel-Panhuizen, Marja, Proceedings of the 25th conference of the international Group for the Psychology of Mathematics Education. Vol. 1. , (ISBN 90-74684-16-5). 259 (2001).
Classification: C30
15
The conventional addition algorithm used as a working tool and numerical diagrams used as conceptualizing toys. (English)
Hitt, Fernando et al., Psychology of mathematics education (PME-NA XXI). Vol. 2. ,. 854-860 (1999).
Classification: F32
16
Inferential processes in Michael’s mathematical thinking. (Procesos inferenciales en el pensamiento matemático de Miguel.) (Portuguese)
Rev. EMA 4, No. 1, 3-15 (1998).
Classification: C32
17
Third graders’ interpretations of equality and the equal symbol. (English)
Educ. Stud. Math. 35, No. 2, 153-187 (1998).
Classification: H22
18
Inferential processes in Michael’s mathematical thinking. (English)
Pehkonen, Erkki, 21. conference of the International Group for the Psychology of Mathematics Education. ,. 120-127 (1997).
Classification: C32
19
The emergence of the splitting metaphor in a fourth grade classroom. (English)
Owens, D.T. et al., 17. annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA XVII). Proceedings. Vol. 1. ,. 152-157 (1995).
Classification: F32
20
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Result 1 to 20 of 22 total

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