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Working with parents to promote preschool children’s numeracy: teachers’ attitudes and beliefs. (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, 181-198 (2017).
Classification: D41 C61 C29 F21 F31
1
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
2
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
3
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
4
Fundamental issues concerning the sustainment and scaling up of professional development programs. (English)
ZDM, Math. Educ. 47, No. 1, 153-159 (2015).
Classification: D39 D49 B50
5
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
6
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
7
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
8
Developing preschool teachers’ knowledge of students’ number conceptions. (English)
J. Math. Teach. Educ. 17, No. 1, 61-83 (2014).
Classification: C39 C29 F21 C31
9
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
10
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
11
Exploring young children’s self-efficacy beliefs related to mathematical and nonmathematical tasks performed in kindergarten: abused and neglected children and their peers. (English)
Educ. Stud. Math. 83, No. 2, 309-322 (2013).
Classification: C21 C61
12
Focusing on the interactive development of secondary school teachers’ knowledge of mathematical statements. (English)
Investig. Math. Learn. 5, No. 2, 44-56 (2012).
Classification: E59 D49 B50
13
An organizer of mathematical statements for teachers: the six-cell matrix. (English)
Int. J. Math. Educ. Sci. Technol. 43, No. 6, 765-777 (2012).
Classification: E50 D30 D80
14
Teachers’ professional learning of teaching proof and proving. (English)
Hanna, Gila (ed.) et al., Proof and proving in mathematics education. The 19th ICMI study. Berlin: Springer (ISBN 978-94-007-2128-9/hbk; 978-94-007-2129-6/ebook). New ICMI Study Series 15, 327-346 (2012).
Classification: E50 B50 C70
15
Preschool geometry. Theory, research, and practical perpectives. (English)
Rotterdam: Sense Publishers (ISBN 978-94-6091-598-7/pbk; 978-94-6091-599-4/hbk). 142~p. (2011).
Classification: G21
16
Geometrical knowledge and geometrical self-efficacy among abused and neglected kindergarten children. (English. CZ summary)
Sci. Educ. (Prague) 2, No. 1, 23-36, electronic only (2011).
Classification: C21 C61
17
Mathematics, pair-dialogue teaching and preschool teachers: the case of Ann. (English)
Kislenko, Kirsti (ed.), Current state of research on mathematical beliefs XVI. Proceedings of the MAVI-16 (MAthematical VIews) conference, June 26‒29, 2010, Tallinn, Estonia. Tallinn: Tallinn University, Institute of Mathematics and Natural Sciences (ISBN 978-9949-463-79-4/pbk). 288-301 (2011).
Classification: C70 C30 C60 G40 E40
18
Secondary teachers’ knowledge of elementary number theory proofs: the case of general-cover proofs. (English)
J. Math. Teach. Educ. 14, No. 6, 465-481 (2011).
Classification: B50
19
Using theories to build kindergarten teachers’ mathematical knowledge for teaching. (English)
Rowland, Tim (ed.) et al., Mathematical knowledge in teaching. Berlin: Springer (ISBN 978-90-481-9765-1/hbk; 978-90-481-9766-8/ebook). Mathematics Education Library 50, 231-250 (2011).
Classification: B51 D29 E49
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