Result **1** to **20** of **54** total

Teacher capacity as a key element of national curriculum reform in statistical thinking: a comparative study between Australia and China. (English)

Ben-Zvi, Dani (ed.) et al., The teaching and learning of statistics. International perspectives. Cham: Springer (ISBN 978-3-319-23469-4/hbk; 978-3-319-23470-0/ebook). 301-313 (2016).

1

Provisions for Australia’s mathematically talented high school students. (English)

Vogeli, Bruce R. (ed.), Special secondary schools for the mathematically talented. An international panorama. Dedicated to the memory of László Rátz. Hackensack, NJ: World Scientific (ISBN 978-981-4667-46-3/hbk). Series on Mathematics Education 12, 211-224 (2016).

2

Reconsidering the roles and characteristics of models in mathematics education. (English)

Stillman, Gloria Ann (ed.) et al., Mathematical modelling in education research and practice. Cultural, social and cognitive influences. Cham: Springer (ISBN 978-3-319-18271-1/hbk; 978-3-319-18272-8/ebook). International Perspectives on the Teaching and Learning of Mathematical Modelling, 351-361 (2015).

3

Cultural challenges in adapting lesson study to a Philippines setting. (English)

Math. Teach. Educ. Dev. 16, No. 1, 43-64, electronic only (2014).

4

Using a framework of 21st century competencies to examine changes between China’s 2001 and 2011 mathematics curriculum standards for basic education. (English)

J. Math. Educ. Teach. Coll. 5, No. 2, 9-15 (2014).

5

The Australian curriculum: mathematics ‒ how did it come about? What challenges does it present for teachers and for the teaching of mathematics? (English)

Li, Yeping (ed.) et al., Mathematics curriculum in school education. Dordrecht: Springer (ISBN 978-94-007-7559-6/hbk; 978-94-007-7560-2/ebook). Advances in Mathematics Education, 157-176 (2014).

6

Utilising a construct of teacher capacity to examine national curriculum reform in mathematics. (English)

Math. Educ. Res. J. 25, No. 4, 481-502 (2013).

7

Ensuring instruction changes: evidence based teaching ‒ how can lesson study inform coaching, instructional rounds and learning walks? (English)

J. Sci. Math. Educ. Southeast Asia 34, No. 1, special issue: lesson study, 111-133 (2011).

8

Making connections between modelling and constructing mathematics knowledge: An historical perspective. (English)

Kaiser, G. (ed.) et al., Trends in teaching and learning of mathematical modelling. Proceedings of the 14th international conference on the teaching of mathematical modelling and applications, ICTMA, Hamburg, Germany, July 27‒31, 2009. Berlin: Springer (ISBN 978-94-007-0909-6/hbk; 978-94-007-0910-2/ebook). International Perspectives on the Teaching and Learning of Mathematical Modelling 1, 669-678 (2011).

9

Three teaching principles for fostering students’ thinking about modelling: An experimental teaching program for 9th grade students in Japan. (English)

J. Math. Modell. Appl. 1, No. 2, 49-59 (2010).

10

Appreciating mathematical structure for all. (English)

Math. Educ. Res. J. 21, No. 2, 10-32 (2009).

11

Some key junctures in relational thinking. (Chinese. English summary)

J. Math. Educ. (Tianjin) 17, No. 5, 36-40 (2008).

12

Japanese lesson study in mathematics. Its impact, diversity and potential for educational improvement. With support of Shizumi Shimizu, Takuya Baba, Kazuyoshi Okubo and Abraham Arcavi. (English)

Hackensack, NJ: World Scientific (ISBN 978-981-270-453-5/hbk; 978-981-270-544-0/pbk; 978-981-270-747-5/ebook). xxvii, 251~p. (2007).

13

A teaching experiment in mathematical modelling. (English)

Haines, Christopher (ed.) et al., Mathematical modelling (ICTMA 12): Education, engineering and economics. Proceedings from the 12th international conference on the teaching of mathematical modelling and applications, London, UK, July 10‒14, 2005. Chichester: Horwood (ISBN 978-1-904275-20-6/pbk). 101-109 (2007).

14

The evaluation of the success in numeracy education program. (English)

Clarkson, Philip et al., MERGA 28 - 2005. Building connections: Theory, research and practice. Vol. 1 and 2. ,. 257-264 (2005).

15

Why you have to probe to discover what year 8 students really think about fractions. (English)

Putt, Ian et al., MERGA 27: Mathematics education for the third millennium: Towards 2010. Vol. 2. , (ISBN 1-920846-04-2). 430-437 (2004).

16

The importance of generalisable numerical expressions. (English)

Clarke, Barbara et al., International perspectives on learning and teaching mathematics. NCM/Göteborg University, Göteborg (ISBN 91-85143-01-4). 97-111 (2004).

17

Graph interpretation aspects of statistical literacy: a Japanese perspective. (English)

Math. Educ. Res. J. 15, No. 3, 207-225 (2003).

18

Reforming arithmetic in the primary school years. The importance of quasi-variable expressions in arithmetic relations. (English)

Aust. Prim. Math. Classr. 8, No. 4, 17-21 (2003).

19

Regulating the entry of teachers of mathematics into the profession: Challenges, new models, and glimpses into the future. (English)

Bishop, Alan J. et al., Second International Handbook of Mathematics Education. Pt. 1 and 2. Kluwer, Dordrecht (ISBN 1-4020-1008-7). 767-793 (2003).

20

Result **1** to **20** of **54** total