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Result 1 to 18 of 18 total

Reflective analysis as a tool for task redesign: the case of prospective elementary teachers solving and posing fraction comparison problems. (English)
J. Math. Teach. Educ. 19, No. 2-3, 123-148 (2016).
Classification: D59 F40 B50
1
Inviting prospective teachers to share rough draft mathematical thinking. (English)
Math. Teach. Educ. 4, No. 2, 145-163 (2016).
Classification: C30 C50 D39 D49
2
Multiplication by $10_{\text{five}}$: making sense of place value structure through an alternate base. (English)
Math. Teach. Educ. 3, No. 2, 83-98 (2015).
Classification: F39 F29
3
Developing prospective teachers’ conceptions with well-designed tasks: explaining successes and analyzing conceptual difficulties. (English)
J. Math. Teach. Educ. 18, No. 2, 141-172 (2015).
Classification: C29 D39 D79
4
Motivating prospective elementary teachers to learn mathematics via authentic tasks. (English)
Nicol, Cynthia (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. 5. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-365-4/v.5). 233-240 (2014).
Classification: D39 C29 D49
5
Mathematical content knowledge for teaching elementary mathematics: a focus on whole-number concepts and operations. (English)
Math. Enthus. 11, No. 2, 217-266 (2014).
Classification: F49 B50
6
Prospective elementary mathematics teacher content knowledge: what do we know, what do we not know, and where do we go? (English)
Math. Enthus. 11, No. 2, 433-448 (2014).
Classification: D39 B50
7
Prospective elementary mathematics teacher content knowledge: an introduction. (English)
Math. Enthus. 11, No. 2, 203-216 (2014).
Classification: A60 B50 C39 C49 D69
8
Preservice-teacher interviews: a tool for motivating mathematics learning. (English)
Math. Teach. Educ. 1, No. 2, 137-147 (2013).
Classification: D49 D39 C29
9
Building a knowledge base: understanding prospective elementary teachers’ mathematical content knowledge. (English)
Int. J. Math. Teach. Learn. 2013, 34 p., electronic only (2013).
Classification: D39 D20
10
Justification as a teaching and learning practice: its (potential) multifacted role in middle grades mathematics classrooms. (English)
J. Math. Behav. 31, No. 4, 447-462 (2012).
Classification: E53 D33
11
Understanding multidigit whole numbers: the role of knowledge components, connections, and context in understanding regrouping 3+-digit numbers. (English)
J. Math. Behav. 31, No. 2, 220-234 (2012).
Classification: B50
12
Investigating further preservice teachers’ conceptions of multidigit whole numbers: refining a framework. (English)
Educ. Stud. Math. 75, No. 3, 241-251 (2010).
Classification: F39 C39 B52
13
Developing mathematical content knowledge for teaching elementary school mathematics. (English)
Issues Undergrad. Math. Prep. Sch. Teach., J. 1, Content Knowledge, 13 p. (2010).
Classification: B50
14
Preservice elementary school teachers’ conceptions of multidigit whole numbers. (English)
J. Res. Math. Educ. 40, No. 3, 251-281 (2009).
Classification: B50 F49
15
Effects of early field experiences on the mathematical content knowledge and beliefs of prospective elementary school teachers: an experimental study. (English)
J. Res. Math. Educ. 38, No. 5, 438-476 (2007).
Classification: B50 C29
16
The role of a children’s mathematical thinking experience in the preparation of prospective elementary school teachers. (English)
Int. J. Educ. Res. 37, No. 2, 195-210 (2002).
Classification: B50 C32 C29
17
Re-thinking slope from quantitative and phenomenological perspectives. (English)
Hitt, Fernando et al., Psychology of mathematics education (PME-NA XXI). Vol. 1. ,. 291-297 (1999).
Classification: F83
18
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Result 1 to 18 of 18 total

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