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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).
Classification: I20 U20
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).
Classification: F30 D39
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).
Classification: D70 F30 D39
3
Curriculum enactment patterns and associated factors from teachers’ perspectives. (English)
Math. Educ. Res. J. 28, No. 4, 585-614 (2016).
Classification: D40 C39 C29 D30
4
Celebrating diversity by sharing multiple solution methods. (English)
Math. Teach. (Reston) 109, No. 4, 290-297 (2015).
Classification: D40 C70 D50
5
Teachers’ selection and enactment of mathematical problems from textbooks. (English)
Math. Educ. Res. J. 27, No. 4, 491-518 (2015).
Classification: D30 D50 U20
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).
Classification: D70 G40 F80 B50
7
Integrating measurement and computational estimation in geometry. (English)
Math. Teach. Middle Sch. 18, No. 5, 308-316 (2012).
Classification: G43 D83 D43
8
Fraction multiplication from a Korean perspective. (English)
Math. Teach. Middle Sch. 17, No. 7, 388-393 (2012).
Classification: F43 D33 D43 U23
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).
Classification: B73 F43 U23
10
A global look at math instruction. (English)
Teach. Child. Math. 17, No. 6, 360-370 (2011)
Classification: D22 F42
11
How preservice teachers interpret and respond to student geometric errors. (English)
Sch. Sci. Math. 110, No. 1, 31-46 (2010).
Classification: B50 D70 C70
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).
Classification: F43 D33 U23
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).
Classification: F40 C30 C20 B52 B53
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).
Classification: B50 C70 G59
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).
Classification: U23 F43 A63
16
The transfer of scientific principles using concrete and idealized simulations. (English)
J. Learn. Sci. 14, No. 1, Internet document (2005).
Classification: C30
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).
Classification: U22
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