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Result 1 to 20 of 20 total

Looking at algebraic expressions through the lens of Vedic mathematics. (English)
Math. Teach. (Derby) 241, 44-46 (2014).
Classification: F30 H20
1
Engaging prospective teachers in peer assessment as both assessors and assessees: the case of geometrical proofs. (English)
Int. J. Math. Teach. Learn. 2014, 32 p., electronic only (2014).
Classification: D39 D69 D49 G49
2
Students’ self-assessment of creativity: benefits and limitations. (English)
Nicol, Cynthia (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. 5. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-365-4/v.5). 177-184 (2014).
Classification: D60 C30 D50
3
Engaging prospective teachers in the assessment of geometrical proofs. (English)
Tso, Tai-Yih (ed.), Proceedings of the 36th conference of the International Group for the Psychology of Mathematics Education “Opportunities to learn in mathematics education", PME 36, Taipei, Taiwan, July 18‒22, 2012, Vol. 3. Taipei: National Taiwan Normal University. 35-42 (2012).
Classification: E50 D60 G40
4
Teachers’ perceptions of mathematical creativity and its nurture. (English)
Tso, Tai-Yih (ed.), Proceedings of the 36th conference of the International Group for the Psychology of Mathematics Education “Opportunities to learn in mathematics education", PME 36, Taipei, Taiwan, July 18‒22, 2012, Vol. 4. Taipei: National Taiwan Normal University. 91-98 (2012).
Classification: C30 C29
5
Parabolas: connection between algebraic and geometrical representations. (English)
Aust. Sr. Math. J. 25, No. 2, 38-42 (2011).
Classification: G73 G74 H23 H24
6
Back to Treasure Island. (English)
Math. Teach. (Reston) 104, No. 9, 658-664 (2011).
Classification: D53 D54
7
Engaging in problem posing activities in a dynamic geometry setting and the development of prospective teachers’ mathematical knowledge. (English)
J. Math. Behav. 29, No. 1, 11-24 (2010).
Classification: B50 C29
8
Working like real mathematicians: Developing prospective teachers’ awareness of mathematical creativity through generating new concepts. (English)
Educ. Stud. Math. 73, No. 2, 159-179 (2010).
Classification: C49 B50
9
Small change ‒ big difference. (English)
Mont. Math. Enthus. 6, No. 3, 395-410 (2009).
Classification: G40
10
Logic in wonderland: Alice’s adventures in wonderland as the context of a course in logic for future elementary teachers. (English)
Clarke, Barbara (ed.) et al., Tasks in primary mathematics teacher education. Purpose, use and exemplars. New York, NY: Springer (ISBN 978-0-387-09668-1/hbk; 978-0-387-09669-8/e-book). Mathematics Teacher Education 4, 85-103 (2009).
Classification: E39 D89 D59 B52
11
Investigating changes in prospective teachers’ views of a ‘good teacher’ while engaging in computerized project-based learning. (English)
J. Math. Teach. Educ. 11, No. 4, 259-284 (2008).
Classification: B50 C29 C39 D30 D40
12
Problem posing as a means for developing mathematical knowledge of prospective teachers. (English)
Woo, Jeong-Ho (ed.) et al., Proceedings of the 31st annual conference of the International Group for the Psychology of Mathematics Education, PME, Seoul, Korea, July 8‒13, 2007. Vol. 1-4. Seoul: The Korea Society of Educational Studies in Mathematics. Part 3, 129-136 (2007).
Classification: B50 D59 C39 A69
13
The areas problem. (English)
Math. Spectr. 39, No. 1, 27-31 (2006).
Classification: I50 Reviewer: Gerd Walther (Kiel)
14
Assimilating innovative learning/teaching approaches into teacher education: Why is it so difficult? (English)
Chick, H. L. (ed.) et al., Proceedings of the 29th annual conference of the International Group for the Psychology of Mathematics Education, PME 29, Melbourne, Australia, July 10‒15, 2005. Vol 1-4. Melbourne: University of Melbourne, Dep. of Science and Mathematics Education. Part IV, 185-192 (2005).
Classification: C29 B53 D49 A69
15
Assessing professional growth of pre-service teachers using comparison between theoretical and practical image of the ’good teacher’. (English)
Chick, H. L. (ed.) et al., Proceedings of the 29th annual conference of the International Group for the Psychology of Mathematics Education, PME 29, Melbourne, Australia, July 10‒15, 2005. Vol 1-4. Melbourne: University of Melbourne, Dep. of Science and Mathematics Education. Part III, 233-240 (2005).
Classification: B50 D49 C79 A69
16
Exploring mathematical patterns using dynamic geometry software. (English)
Aust. Math. Teach. 60, No. 3, 36-40 (2004).
Classification: G43 R23
17
Pre-service teachers’ transition from ’knowing that’ to ’knowing why’ via computerized project-based learning. (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. 3. ,. 181-188 (2003).
Classification: C39 D49
18
How do mathematics teachers (inservice and preservice) perceive the concept of parabola? (English)
van den Heuvel-Panhuizen, Marja, Proceedings of the 25th conference of the International Group for the Psychology of Mathematics Education. Vol. 4. , (ISBN 90-74684-16-5). 169-176 (2001).
Classification: G79
19
Theory of global and local coherence and applications to geometry. (English)
Pehkonen, Erkki, 21. conference of the International Group for the Psychology of Mathematics Education. ,. 152-159 (1997).
Classification: D70
20
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