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What definition of the concept of tangent? For what reasons? (Quelle définition du concept de tangente? Pour quelles raisons?) (French)
Repères IREM 101, 5-32 (2015).
Classification: G70 I40 A30
1
Praxemic extensions related to sets of numbers: from complex numbers to integers. (Extensions praxémiques liées aux ensembles de nombres: des complexes aux relatifs.) (French. English summary)
Ann. Didact. Sci. Cogn. 20, 9-46 (2015).
Classification: F40 F50
2
Bridging the gap: fraction understanding is central to mathematics achievement in students from three different continents. (English)
Learn. Instr. 37, 5-13 (2015).
Classification: F43 C33 C43 C63
3
Reflecting and reasoning. Understanding solutions, collecting and analyzing data, recognizing geometrical shapes in buildings. (Reflektieren und argumentieren. Lösungswege nachvollziehen, Daten erheben und auswerten, geometrische Figuren in Gebäuden erkennen.) (German)
Grundsch.unterr., Math. 61, No. 4, 38-45 (2014).
Classification: D32 D82 F32 K42 G22 D52
4
How to make sense of integers and their operations due to a “concrete" example. (Comment donner du sens aux nombres relatifs et à leurs opérations grâce à un contexte “concret".) (French)
Losanges 25, 43-52 (2014).
Classification: F40 M50
5
Empirical positivism, an epistemological obstacle in the learning of calculus. (English)
ZDM, Int. J. Math. Educ. 46, No. 4, 635-646 (2014).
Classification: I24 I25 I34 I35 D24 D25
6
The complex numbers as algebraic models of direct similarities: with or without matrices? (Les nombres complexes comme modèles algébriques de similitudes directes: avec ou sans matrices?) (French)
Losanges, No. 24, 30-38 (2014).
Classification: F50 G70 H60
7
An embryonic form of the concept of derivative induced by a graphical-kinematic milieu in a “modeling" praxeology. (Une forme embryonnaire du concept de dérivée induite par un milieu graphico-cinématique dans une praxéologie “modélisation".) (French. English summary, Spanish summary)
Rech. Didact. Math. 32, No. 1, 57-99 (2012).
Classification: I44 M54
8
Cognitive neuroscience meets mathematics education: it takes two to tango. (English)
Educ. Res. Rev. 6, No. 3, 232-237 (2011).
Classification: C80 C30
9
Between close interweaving and separated ways. Aspects of the relations between mathematics and theoretical physics at the University Halle-Wittenberg. (Zwischen enger Verflechtung und getrennten Wegen. Aspekte der Beziehungen zwischen Mathematik und Physik und theoretischer Physik an der Universität Halle-Wittenberg.) (German)
Herget, Wilfried et al., Mathematik ‒ Ideen ‒ Geschichte. Anregungen für den Mathematikunterricht. Festschrift für Karin Richter. Hildesheim: Franzbecker (ISBN 978-3-88120-819-2/pbk). 291-307 (2011).
Classification: A30 B40 M55
10
Re-evaluating the teacher’s speech? What manner of speech? (Revaloriser le discours du professeur? Quel type de discours?) (French)
Losanges, No. 13, 13-27 (2011).
Classification: C50 D20
11
Problem solving in the context of basic competencies. (Problemlösen im Kontext der Basiskompetenzen.) (German)
Ludwig, Matthias (ed.) et al., Basiskompetenzen in der Geometrie. Herbsttagung 2009 des GDM- Arbeitskreises Geometrie. Hildesheim: Franzbecker (ISBN 978-3-88120-817-8/pbk). 143-154 (2010).
Classification: D53 G43
12
Cognitive neuroscience meets mathematics education. (English)
Educ. Res. Rev. 5, No. 1, 97-105 (2010).
Classification: C80 C30
13
A digital road map analogy of the relationship between neuroscience and educational research. (English)
ZDM, Int. J. Math. Educ. 42, No. 6, 511-514 (2010).
Classification: C30 C80 M60 D20
14
Incompletes equations of plans and obstacles with epistemic need. (Équations incomplètes de plans et obstacles à la nécessité épistémique.) (French. English summary)
Rech. Didact. Math. 30, No. 1, 11-45 (2010).
Classification: G74 D24 C74
15
Problems of enumeration and emergence of first functional models. (Problèmes de dénombrement et émergence de premiers modèles fonctionnels.) (French. English summary)
Rech. Didact. Math. 29, No. 3, 247-303 (2009).
Classification: C33 H23 D23
16
Mental number line, number line estimation, and mathematical achievement: their interrelations in grades 5 and 6. (English)
J. Educ. Psychol. 101, No. 2, 359-372 (2009).
Classification: F43 C73
17
Competencies and the organization of mathematics education. (Les compétences comme cadre pour organiser des enseignements de mathématiques? Oui, mais \dots Quelques dérives possibles.) (French. English summary)
Can. J. Sci. Math. Technol. Educ. 7, No. 1, 28-40 (2007).
Classification: D30 D20
18
How didactic theories permit transfer in mathematics and other discipines. (Comment des théories didactiques permettent-elles de penser le transfert en mathématiques ou dans d’autres disciplines?) (French)
Rech. Didact. Math. 26, No. 1, 9-38 (2006).
Classification: D20
19
Neglecting terms? Opportunities and challenges. (Négliger des termes? Opportunités et difficultés.) (French)
IREM de Strasbourg (ed.), Regards et perspectives sur l’enseignement de l’analyse. Actes du colloque de Mulhouse 8‒9 mars 2002. (ISBN 2-911446-23-2/pbk). 29-40 (2002).
Classification: I20 I40
20
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