History


Help on query formulation
first | previous | 1 | next | last

Result 1 to 7 of 7 total

Why is paper-and-pencil multiplication difficult for many people? (English)
J. Math. Behav. 31, No. 4, 463-475 (2012).
Classification: D70 F30
1
Block towers: from concrete objects to conceptual imagination. (English)
Maher, Carolyn A. (ed.) et al., Combinatorics and reasoning. Representing, justifying and building isomorphisms. New York, NY: Springer (ISBN 978-0-387-98131-4/hbk; 978-94-007-0614-9/hbk; 978-0-387-98132-1/ebook). Mathematics Education Library 47, 73-86 (2010).
Classification: K23 C33 D53 Reviewer: B. Ruffer-Henn (Böhl-Iggelheim)
2
Modeling perspectives in math education research. (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). 61-71 (2010).
Classification: M10 D20 C30
3
Representing change. (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). 209-216 (2001).
Classification: C33
4
In memoriam: Robert B. Davis. (English)
J. Math. Behav. 17, No. 1, VII-XIV (1998).
Classification: A30
5
How far can you go with block towers? (English)
Pehkonen, Erkki, 21. conference of the International Group for the Psychology of Mathematics Education. ,. 174-181 (1997).
Classification: E53
6
How far can you go with block towers? (English)
J. Math. Behav. 16, No. 2, 125-132 (1997).
Classification: K23
7
first | previous | 1 | next | last

Result 1 to 7 of 7 total

Valid XHTML 1.0 Transitional Valid CSS!