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Making connections: elementary teachers’ construction of division word problems and representations. (English)
Sch. Sci. Math. 114, No. 3, 114-124 (2014).
Classification: F90 F30 F40 D50
1
The influences of three interventions on prospective elementary teachers’ beliefs about the knowledge base needed for teaching mathematics. (English)
Sch. Sci. Math. 104, No. 8, 369 (2004).
Classification: C29 B50
2
Using the internet: are prospective elementary teachers prepared to teach with technology? (English)
Teach. Child. Math. 10, No. 8, 410-415 (2004).
Classification: B52 U59 U79 R59
3
Perceptions of professional growth: A mathematics teacher educator in transition. (English)
Sch. Sci. Math. 103, No. 3, 155-167 (2003).
Classification: B50
4
Learning to teach: Prospective teachers’ evaluation of students’ written responses on a 1992 NAEP Graphing Task. (English)
Sch. Sci. Math. 102, No. 7, 346-358 (2002).
Classification: D62
5
Why do we invert and multiply? Elementary teachers’ struggle to conceptualize division of fractions. (English)
Dossey, John A. et al., Proceedings of the nineteenth annual meeting: Psychology of mathematics education (PME-NA XIX). Vol. 2. ,. 553-559 (1997).
Classification: F49
6
Beyond the Classroom: Connecting and Empowering Teachers as Leaders. (English)
Teach. Chang. 7, No. 4, 363-71 (2000).
Classification: A40
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