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An analysis of commercial arithmetics ‒ the relevance of Arnold Kirsch’s approaches for current learning processes in teacher education. (Eine Analyse der sogenannten Schlussrechnung ‒ Die Relevanz der Ansätze von Arnold Kirsch für aktuelle Lernprozesse in der Lehrerausbildung.) (German. English summary)
J. Math.-Didakt. 37, No. 1, 31-53 (2016).
Classification: F80 D70 D39
1
Uncovering predictors of disagreement: ensuring the quality of expert ratings. (English)
ZDM, Math. Educ. 48, No. 1-2, 83-95 (2016).
Classification: D20 D69 C49
2
Learning to learn together with CSCL tools. (English)
Int. J. Comput.-Support. Collab. Learn. 10, No. 3, 239-271 (2015).
Classification: U70 U50 D60 C70
3
Links betweens school mathematics and linear algebra in university-level education of prospective mathematics teachers ‒ results of a document analysis. (Bezüge zwischen Schulmathematik und Linearer Algebra in der hochschulischen Ausbildung angehender Mathematiklehrkräfte ‒ Ergebnisse einer Dokumentenanalyse.) (German)
Math. Semesterber. 62, No. 2, 195-217 (2015).
Classification: D39 H69 B50
4
Whole-class scaffolding for learning to solve mathematics problems together in a computer-supported environment. (English)
ZDM, Math. Educ. 47, No. 7, 1163-1178 (2015).
Classification: D50 D40 U70 C70
5
A study on professional competence of future teacher students as an example of a study using qualitative content analysis. (English)
Bikner-Ahsbahs, Angelika (ed.) et al., Approaches to qualitative research in mathematics education. Examples of methodology and methods. Dordrecht: Springer (ISBN 978-94-017-9180-9/hbk; 978-94-017-9181-6/ebook). Advances in Mathematics Education, 381-399 (2015).
Classification: D20 C49
6
The nested epistemic actions model for abstraction in context: theory as methodological tool and methodological tool as theory. (English)
Bikner-Ahsbahs, Angelika (ed.) et al., Approaches to qualitative research in mathematics education. Examples of methodology and methods. Dordrecht: Springer (ISBN 978-94-017-9180-9/hbk; 978-94-017-9181-6/ebook). Advances in Mathematics Education, 185-217 (2015).
Classification: D20
7
Professional competence of pre-service mathematics teachers. Analysis of structural connections. (Professionelle Kompetenz von Mathematiklehramtsstudierenden. Eine Analyse der strukturellen Zusammenhänge.) (German)
Perspektiven der Mathematikdidaktik. Wiesbaden: Springer Spektrum; Hamburg: Univ. Hamburg (Diss. 2011) (ISBN 978-3-658-01112-3/pbk; 978-3-658-01113-0/ebook). xxiv, 512~p. (2013).
Classification: C49 A70
8
Conceptual learning in a principled design problem solving environment. (English)
Res. Math. Educ. 15, No. 3, 266-285 (2013).
Classification: D52 C32 G22 D42
9
Future mathematics teachers’ professional knowledge of elementary mathematics from an advanced standpoint. (English)
ZDM, Int. J. Math. Educ. 45, No. 1, 107-120 (2013).
Classification: B50 C69 C49
10
Professional knowledge in elementary mathematics from a higher viewpoint of mathematics teacher trainees. (Professionelles Wissen im Bereich der Elementarmathematik vom höheren Standpunkt von Mathematik-Lehramtsstudierenden.) (German)
Blum, Werner (ed.) et al., Mathematikunterricht im Kontext von Realität, Kultur und Lehrerprofessionalität. Festschrift für Gabriele Kaiser. Heidelberg: Springer Spektrum (ISBN 978-3-8348-2388-5/pbk; 978-3-8348-2389-2/ebook). 238-248 (2012).
Classification: B50 D69
11
From visual reasoning to logical necessity through argumentative design. (English)
Educ. Stud. Math. 79, No. 1, 19-40 (2012).
Classification: E49 E45 E59 E55 B50
12
Development of professional knowledge of education majors: a longitudinal study at five german universities. (Entwicklung von Professionswissen im Lehramtsstudium: eine Längsschnittstudie an fünf deutschen Universitäten.) (German)
Eilerts, Katja (ed.) et al., Kompetenzorientierung in Schule und Lehrerbildung. Perspektiven der bildungspolitischen Diskussion, der Bildungsforschung und der Mathematik-Didaktik. Festschrift für Hans-Dieter Rinkens. Münster: LIT Verlag (ISBN 978-3-643-11478-5/pbk). Paderborner Beiträge zur Unterrichtsforschung und Lehrerbildung 15, 201-214 (2011).
Classification: B50
13
Authentic modelling problems in mathematics education. (English)
Kaiser, G. (ed.) et al., Trends in teaching and learning of mathematical modelling. Proceedings of the 14th international conference on the teaching of mathematical modelling and applications, ICTMA, Hamburg, Germany, July 27‒31, 2009. Berlin: Springer (ISBN 978-94-007-0909-6/hbk; 978-94-007-0910-2/ebook). International Perspectives on the Teaching and Learning of Mathematical Modelling 1, 591-601 (2011).
Classification: M14 D54
14
Future teachers’ professional knowledge on modeling. (English)
Lesh, Richard (ed.) et al., Modeling students’ mathematical modeling competencies. ICTMA 13. Proceedings of the 13th international conference on the teaching of mathematical modelling and applications, July 22‒26, 2007. London: Springer (ISBN 978-1-4419-0560-4/hbk; 978-1-4419-0561-1/ebook). 433-444 (2010).
Classification: B50 M10 D69
15
Authentic modelling problems in mathematics education — examples and experiences. (English. German summary)
J. Math.-Didakt. 31, No. 1, 51-76 (2010).
Classification: M10 D40 C70 D20
16
Research on the mathematical and didactical knowledge of prospective lower secondary school teachers. (Untersuchungen zum mathematischen und mathematikdidaktischen Wissen angehender GHR- und Gymnasiallehrkräfte.) (German)
J. Math.-Didakt. 30, No. 3/4, 232-255 (2009).
Classification: B53 D39 C49
17
Professional knowledge of teacher students in the fields of argumentation and proving. (Professionswissen von Lehramtsstudierenden im Bereich Argumentieren und Beweisen ‒ Deutsche Ergebnisse einer internationalen Vergleichsstudie.) (German)
Vásárhelyi, Eva (ed.), Beiträge zum Mathematikunterricht 2008. Vorträge auf der 42. GDM Tagung für Didaktik der Mathematik. Münster: WTM-Verlag; Münster: Martin Stein Verlag (ISBN 978-3-9811015-7-7/print edition; 978-3-9811015-8-4/CD). 169-172 (2008).
Classification: B50 D69
18
Content and pedagogical content knowledge in argumentation and proof of future teachers: a comparative case study in Germany and Hong Kong. (English)
ZDM, Int. J. Math. Educ. 40, No. 5, 813-832 (2008).
Classification: B50 E50 C30 D20
19
Future teachers’ professional knowledge on argumentation and proof: a case study from universities in three countries. (English)
ZDM, Int. J. Math. Educ. 40, No. 5, 791-811 (2008).
Classification: B50 E50 C30 D20
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