Result **1** to **18** of **18** total

The initial treatment of the concept of function in the selected secondary school mathematics textbooks in the US and China. (English)

Int. J. Math. Educ. Sci. Technol. 47, No. 4, 505-530 (2016).

1

Moving beyond a traditional algorithm in whole number subtraction: preservice teachers’ responses to a student’s invented strategy. (English)

Educ. Stud. Math. 93, No. 1, 105-129 (2016).

2

Preservice teachers’ response and feedback type to correct and incorrect student-invented strategies for subtracting whole numbers. (English)

J. Math. Behav. 42, 49-68 (2016).

3

Curriculum enactment patterns and associated factors from teachers’ perspectives. (English)

Math. Educ. Res. J. 28, No. 4, 585-614 (2016).

4

Celebrating diversity by sharing multiple solution methods. (English)

Math. Teach. (Reston) 109, No. 4, 290-297 (2015).

5

Teachers’ selection and enactment of mathematical problems from textbooks. (English)

Math. Educ. Res. J. 27, No. 4, 491-518 (2015).

6

How preservice teachers interpret and respond to student errors: ratio and proportion in similar rectangles. (English)

Educ. Stud. Math. 84, No. 1, 49-70 (2013).

7

Integrating measurement and computational estimation in geometry. (English)

Math. Teach. Middle Sch. 18, No. 5, 308-316 (2012).

8

Fraction multiplication from a Korean perspective. (English)

Math. Teach. Middle Sch. 17, No. 7, 388-393 (2012).

9

A cross-national comparison of reform curricula in Korea and the US in terms of cognitive complexity: the case of fraction addition and subtraction. (English)

ZDM, Int. J. Math. Educ. 44, No. 2, 161-174 (2012).

10

A global look at math instruction. (English)

Teach. Child. Math. 17, No. 6, 360-370 (2011)

11

How preservice teachers interpret and respond to student geometric errors. (English)

Sch. Sci. Math. 110, No. 1, 31-46 (2010).

12

How reform curricula in the USA and Korea present multiplication and division of fractions. (English)

Educ. Stud. Math. 74, No. 2, 117-142 (2010).

13

Prospective teachers’ reasoning and response to a student’s non-traditional strategy when dividing fractions. (English)

J. Math. Teach. Educ. 12, No. 4, 235-261 (2009).

14

Investigating preservice teachers’ understanding and strategies on a student’s errors of reflective symmetry. (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, 145-152 (2006).

15

A comparison of how textbooks teach multiplication of fractions and division of fractions in Korea and in U.S. (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, 201-208 (2005).

16

The transfer of scientific principles using concrete and idealized simulations. (English)

J. Learn. Sci. 14, No. 1, Internet document (2005).

17

Analysis of elementary school mathematics textbooks for the development of mathematics curriculum to meet the needs of the knowledge-driven society. (Korean)

J. Korean Soc. Math. Educ., Ser. C, Educ. Prim. Sch. Math. 6, No. 1, 11-28 (2002).

18

Result **1** to **18** of **18** total