History


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

Result 1 to 17 of 17 total

Just say yes to early algebra! (English)
Teach. Child. Math. 22, No. 2, 92-101 (2015).
Classification: D32 H22 H32 F32
1
The development of children’s algebraic thinking: the impact of a comprehensive early algebra intervention in third grade. (English)
J. Res. Math. Educ. 46, No. 1, 39-87 (2015).
Classification: H32 H22 F32 D32 D42
2
The string task: not just for high school. (English)
Teach. Child. Math. 21, No. 5, 282-292 (2014).
Classification: D82 I22 U62
3
Equation structure and the meaning of the equal sign: the impact of task selection in eliciting elementary students’ understandings. (English)
J. Math. Behav. 32, No. 2, 173-182 (2013).
Classification: H32 H33 E42 E43 C32 C33
4
Middle school students’ understanding of core algebraic concepts: equivalence \& variable. (English)
Cai, Jinfa (ed.) et al., Early algebraization. A global dialogue from multiple perspectives. Berlin: Springer (ISBN 978-3-642-17734-7/hbk; 978-3-642-17735-4/ebook). Advances in Mathematics Education, 259-276 (2011).
Classification: H23 C33 D23
5
Ramping up on fractions. (English)
Math. Teach. Middle Sch. 14, No. 9, 520-526 (2009).
Classification: F43 D43
6
What “counts” as algebra in the eyes of preservice elementary teachers? (English)
J. Math. Behav. 27, No. 1, 33-47 (2008).
Classification: B50 C39
7
The importance of equal sign understanding in the middle grades. (English)
Math. Teach. Middle Sch. 13, No. 9, 514-519 (2008).
Classification: H23 C33 E43
8
Middle school mathematics teachers’ knowledge of students’ understanding of core algebraic concepts: equal sign and variable. (English)
Math. Think. Learn. 9, No. 3, 247-270 (2007).
Classification: H30 C30 D79
9
A longitudinal examination of middle school students’ understanding of the equal sign and equivalent equations. (English)
Math. Think. Learn. 9, No. 3, 221-246 (2007).
Classification: H30 C30
10
Does understanding the equal sign matter? Evidence from solving equations. (English)
J. Res. Math. Educ. 37, No. 4, 297-312 (2006).
Classification: H33 C33
11
Algebraic thinking and geometry. (English)
Math. Teach. Middle Sch. 11, No. 7, 344-349 (2006).
Classification: C30 H23 D43
12
Assessment design: Helping preservice teachers focus on student thinking. Helping preservice teachers focus on student thinking. (English)
Teach. Child. Math. 13, No. 2, 118-123 (2006).
Classification: B50 C30
13
Equivalence and relational thinking: preservice elementary teachers’ awareness of opportunities and misconceptions. (English)
J. Math. Teach. Educ. 9, No. 3, 249-278 (2006).
Classification: B50 D79 H29 H39
14
Middle school students’ understanding of core algebraic concepts: equivalence \& variable. (English)
ZDM, Zentralbl. Didakt. Math. 37, No. 1, 68-76 (2005).
Classification: H23 C33
15
Developing students’ understanding of variable. (English)
Math. Teach. Middle Sch. 11, No. 2, 96-100 (2005).
Classification: H23 D73
16
Another look at word problems. (English)
Math. Teach. (Reston) 96, No. 1, 63-66 (2003).
Classification: H33 D53 D73 F93
17
first | previous | 1 | next | last

Result 1 to 17 of 17 total

Valid XHTML 1.0 Transitional Valid CSS!