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Insights for engaging families as the first mathematics educators of children. (English)
Phillipson, Sivanes (ed.) et al., Engaging families as children’s first mathematics educators. International perspectives. Singapore: Springer (ISBN 978-981-10-2551-8/hbk; 978-981-10-2553-2/ebook). Early Mathematics Learning and Development, 249-261 (2017).
Classification: C31 C61 D41 D20
1
Parental perceptions of access to capitals and early mathematical learning: some early insights from Numeracy{\@}Home project. (English)
Phillipson, Sivanes (ed.) et al., Engaging families as children’s first mathematics educators. International perspectives. Singapore: Springer (ISBN 978-981-10-2551-8/hbk; 978-981-10-2553-2/ebook). Early Mathematics Learning and Development, 127-145 (2017).
Classification: C61 C31 D41
2
Describing the mathematical intentions of early learning childhood experiences. (English)
Phillipson, Sivanes (ed.) et al., Engaging families as children’s first mathematics educators. International perspectives. Singapore: Springer (ISBN 978-981-10-2551-8/hbk; 978-981-10-2553-2/ebook). Early Mathematics Learning and Development, 17-32 (2017).
Classification: D31 F21 F71
3
Engaging families as the first mathematics educators of children. (English)
Phillipson, Sivanes (ed.) et al., Engaging families as children’s first mathematics educators. International perspectives. Singapore: Springer (ISBN 978-981-10-2551-8/hbk; 978-981-10-2553-2/ebook). Early Mathematics Learning and Development, 3-14 (2017).
Classification: C61 D41
4
Engaging families as children’s first mathematics educators. International perspectives. (English)
Early Mathematics Learning and Development. Singapore: Springer (ISBN 978-981-10-2551-8/hbk; 978-981-10-2553-2/ebook). viii, 261~p. (2017).
Classification: A60 D41 C61
5
Exploring a structure for mathematics lessons that initiate learning by activating cognition on challenging tasks. (English)
J. Math. Behav. 41, 159-170 (2016).
Classification: D42 D52 D32
6
The relationships between task design, anticipated pedagogies, and student learning. (English)
Watson, Anne (ed.) et al., Task design in mathematics education. An ICMI study 22. Based on the conference, Oxford, UK, July 2013. Cham: Springer (ISBN 978-3-319-09628-5/hbk; 978-3-319-09629-2/ebook). New ICMI Study Series, 83-114 (2015).
Classification: D50 C30 C70 D40 D20
7
Supporting teachers in structuring mathematics lessons involving challenging tasks. (English)
J. Math. Teach. Educ. 18, No. 2, 123-140 (2015).
Classification: D39 D32 D42 D52
8
Maximising opportunities in mathematics for all students: addressing within-school and within-class differences. (English)
Bishop, Alan (ed.) et al., Diversity in mathematics education. Towards inclusive practices. Cham: Springer (ISBN 978-3-319-05977-8/hbk; 978-3-319-05978-5/ebook). Mathematics Education Library, 239-253 (2015).
Classification: D40 C60 C30 C70
9
Researching the role of the teacher in creating socially productive classrooms that facilitate mathematics learning. (English)
Gates, Peter (ed.) et al., Shifts in the field of mathematics education. Stephen Lerman and the turn to the social. Singapore: Springer (ISBN 978-981-287-178-7/hbk; 978-981-287-179-4/ebook). 121-136 (2015).
Classification: D20 C70 C60 A30
10
The challenge of reporting research to inform the creation of inclusive mathematics learning environments. (English)
Bishop, Alan (ed.) et al., Diversity in mathematics education. Towards inclusive practices. Cham: Springer (ISBN 978-3-319-05977-8/hbk; 978-3-319-05978-5/ebook). Mathematics Education Library, 3-15 (2015).
Classification: D20 C60
11
Encouraging students to persist when working on challenging tasks: some insights from teachers. (English)
Aust. Math. Teach. 70, No. 1, 3-11 (2014).
Classification: D50 C20
12
Primary teachers’ written unit plans in mathematics and their perceptions of essential elements of these. (English)
Math. Educ. Res. J. 26, No. 4, 853-870 (2014).
Classification: D40
13
Seeking insights into young children’s beliefs about mathematics and learning. (English)
Educ. Stud. Math. 87, No. 3, 279-296 (2014).
Classification: C22
14
Exploring teachers’ use of, and students’ reactions to, challenging mathematics tasks. (English)
Math. Educ. Res. J. 26, No. 2, 193-213 (2014).
Classification: D50 D40
15
Strategies for encouraging students to persist on challenging tasks: some insights from work in classrooms. (English)
Aust. Prim. Math. Classr. 18, No. 4, 27-32 (2013).
Classification: D40 D30
16
Fostering the transition from additive to multiplicative thinking. (English)
Lindmeier, Anke M. (ed.) et al., Proceedings of the 37th conference of the International Group for the Psychology of Mathematics Education “Mathematics learning across the life span", PME 37, Kiel, Germany, July 28‒August 2, 2013. Vol. 2. Kiel: IPN‒Leibniz Institute for Science and Mathematics Education at the University of Kiel (ISBN 978-3-89088-288-8). 241-248 (2013).
Classification: C30 F30 D50
18
Processes and priorities in planning mathematics teaching. (English)
Math. Educ. Res. J. 25, No. 4, 457-480 (2013).
Classification: D30 D40 D60 B50
19
Teaching with tasks for effective mathematics learning. (English)
Mathematics Teacher Education 9. Berlin: Springer (ISBN 978-1-4614-4680-4/hbk; 978-1-4614-4681-1/ebook). xiv, 206~p. (2013).
Classification: B50 C70 D40 D20 Reviewer: Fiacre O’Cairbre (Maynooth)
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