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Result 1 to 20 of 46 total

Uses of technology in upper secondary mathematics education. (English)
ICME-13 Topical Surveys. Cham: Springer (ISBN 978-3-319-42610-5/pbk; 978-3-319-42611-2/ebook). vii, 36~p. open access (2017).
Classification: U74 U54
1
Developing modelling lenses among practicing teachers. (English)
Int. J. Math. Educ. Sci. Technol. 47, No. 5, 717-732 (2016).
Classification: M10
2
Communicational perspectives on learning and teaching mathematics: prologue. (English)
Educ. Stud. Math. 91, No. 3, 299-306 (2016).
Classification: A60 C50 C30
3
Developing a mathematically rich environment for 3-year-old children: the case of geometry. (English)
Meaney, Tamsin (ed.) et al., Mathematics education in the early years. Results from the POEM2 conference, Malmö, Sweden, 2014. Cham: Springer (ISBN 978-3-319-23933-0/hbk; 978-3-319-23935-4/ebook). 325-340 (2016).
Classification: G21 D31 D41
4
Opportunities for learning given to prospective mathematics teachers: between ritual and explorative instruction. (English)
J. Math. Teach. Educ. 19, No. 6, 547-574 (2016).
Classification: D39 D49
5
Classroom engagement towards using definitions for developing mathematical objects: the case of function. (English)
Educ. Stud. Math. 90, No. 2, 163-187 (2015).
Classification: E49 C39 I29
6
Early-years teachers’ concept images and concept definitions: triangles, circles, and cylinders. (English)
ZDM, Math. Educ. 47, No. 3, 497-509 (2015).
Classification: G49 G29 C39 D79 D39
7
Analyzing number composition and decomposition activities in kindergarten from a numeracy perspective. (English)
ZDM, Math. Educ. 47, No. 4, 639-651 (2015).
Classification: F21 F31 U61 D31
8
Preschool teachers’ knowledge and self-efficacy needed for teaching geometry: are they related? (English)
Pepin, Birgit (ed.) et al., From beliefs to dynamic affect systems in mathematics education. Exploring a mosaic of relationships and interactions. Cham: Springer (ISBN 978-3-319-06807-7/hbk; 978-3-319-06808-4/ebook). Advances in Mathematics Education, 319-337 (2015).
Classification: C29 G29 D39 C39
9
From knowledge agents to knowledge agency. (English)
Oesterle, Susan (ed.) et al., Proceedings of the 38th conference of the International Group for the Psychology of Mathematics Education “Mathematics education at the edge", PME 38 held jointly with the 36th conference of PME-NA, Vancouver, Canada, July 15‒20, 2014, Vol. 3. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-363-0/v.3). 281-288 (2014).
Classification: C33 D43 K53
10
Employing the CAMTE framework: focusing on preschool teachers’ knowledge and self-efficacy related to students’ conceptions. (English)
Kortenkamp, Ulrich (ed.) et al., Early mathematics learning. Selected papers of the POEM 2012 conference, Frankfurt am Main, Germany, February 27‒29, 2012. New York, NY: Springer (ISBN 978-1-4614-4677-4/hbk; 978-1-4614-4678-1/ebook). 291-306 (2014).
Classification: D39
11
Knowledge shifts in a probability classroom: a case study coordinating two methodologies. (English)
ZDM, Int. J. Math. Educ. 46, No. 3, 363-387 (2014).
Classification: C30 K50 D20
12
Using video as a tool for promoting inquiry among preschool teachers and didacticians of mathematics. (English)
ZDM, Int. J. Math. Educ. 46, No. 2, 253-266 (2014).
Classification: D39 D49 D20 U89 B50
13
Developing preschool teachers’ knowledge of students’ number conceptions. (English)
J. Math. Teach. Educ. 17, No. 1, 61-83 (2014).
Classification: C39 C29 F21 C31
14
Knowledge shifts and knowledge agents in the classroom. (English)
J. Math. Behav. 33, 192-208 (2014).
Classification: C35 C75 I75
15
Developing a general framework for instrumental orchestration. (English)
Ubuz, Behiye (ed.) et al., CERME 8. Proceedings of the eigth congress of the European Society of Research in Mathematics Education, Antalya, Turkey, February 6‒10, 2013. Ankara: Middle East Technical University (ISBN 978-975-429-315-9). 2744-2753 (2013).
Classification: U70 D20
16
Two children, three tasks, one set of figures: highlighting different elements of children’s geometric knowledge. (English)
Ubuz, Behiye (ed.) et al., CERME 8. Proceedings of the eigth congress of the European Society of Research in Mathematics Education, Antalya, Turkey, February 6‒10, 2013. Ankara: Middle East Technical University (ISBN 978-975-429-315-9). 2228-2237 (2013).
Classification: G21 C31
17
The CAMTE framework. A tool for developing proficient mathematics teaching in preschool. (English)
Li, Yeping (ed.) et al., Proficiency and beliefs in learning and teaching mathematics. Learning from Alan Schoenfeld and Günter Törner. Rotterdam: Sense Publishers (ISBN 978-94-6209-298-3/hbk; 978-94-6209-297-6/pbk). Mathematics Teaching and Learning 1, 89-109 (2013).
Classification: D39 B50
18
Multiple lenses for looking at teachers’ identifying talk in a mathematics classroom. (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. 3. Kiel: IPN‒Leibniz Institute for Science and Mathematics Education at the University of Kiel (ISBN 978-3-89088-289-5). 345-352 (2013).
Classification: C50 C70 D40
19
Knowledge construction in a computerized environment: eighth grade dyads explore a problem situation. (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. 3. Kiel: IPN‒Leibniz Institute for Science and Mathematics Education at the University of Kiel (ISBN 978-3-89088-289-5). 401-408 (2013).
Classification: C33 U73 I23
20
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