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Result 1 to 19 of 19 total

Folding back, thickening and mathematical met-befores. (English)
J. Math. Behav. 43, 89-97 (2016).
Classification: C34 D44
1
Enactivism and the study of collectivity. (English)
ZDM, Math. Educ. 47, No. 2, 247-256 (2015).
Classification: C30 D20 C70
2
Growing mathematical understanding through collective image making, collective image having, and collective property noticing. (English)
Educ. Stud. Math. 88, No. 1, 3-18 (2015).
Classification: C30 C70 D20
3
Building mathematical understanding through collective property noticing. (English)
Can. J. Sci. Math. Technol. Educ. 14, No. 1, 58-75 (2014).
Classification: D39 D49
4
An enactivist perspective on teaching mathematics: reconceptualising and expanding teaching actions. (English)
Math. Teach. Educ. Dev. 15, No. 1, 5-28 (2013).
Classification: D40
5
Teaching and learning mathematics in the collective. (English)
J. Math. Behav. 32, No. 3, 424-433 (2013).
Classification: C74 C34 D44
6
“Some guys wouldn’t use three-eighths on anything\dots": improvisational coaction in an apprenticeship training classroom. (English)
Adults Learn. Math. 7, No. 1, 8-19 (2012).
Classification: C37 M37 C77
7
Preservice teachers’ learning from an online, video-based, mathematics professional development resource. (English)
Int. Electron. J. Math. Educ. 6, No. 1, 5-26 (2011).
Classification: B50 C39 D39 R59
8
An ecological reading of mathematical language in a Grade 3 classroom: A case of learning and teaching measurement estimation. (English)
J. Math. Behav. 29, No. 1, 25-40 (2010).
Classification: C52 E42
9
Learning to teach mathematics through inquiry: a focus on the relationship between describing and enacting inquiry-oriented teaching. (English)
J. Math. Teach. Educ. 13, No. 3, 243-263 (2010).
Classification: B52 D42 C29
10
Improvisational coactions and the growth of collective mathematical understanding. (English)
Res. Math. Educ. 11, No. 1, 1-19 (2009).
Classification: C30
11
The emergence of a \lq better\rq idea: Preservice teachers\rq growing understanding of mathematics for teaching. (English)
Learn. Math. 29, No. 3, 44-48 (2009).
Classification: B50 D49 C39
12
The teacher’s responsibility in whole-class debriefing of mathematical activity. (English)
Can. J. Sci. Math. Technol. Educ. 7, No. 2-3, 231-255 (2007).
Classification: D42 C72
13
Collective mathematical understanding as improvisation. (English)
Math. Think. Learn. 8, No. 2, 149-183 (2006).
Classification: C70 C30 D40
14
Teachers’ mathematics: Curious obligations. (English)
Pateman, Neil A. et al., Proceedings of the 27th Conference of the International Group for the Psychology of Mathematics Education held jointly with the 25th Conference of PME-NA. Vol. 4. ,. 175-182 (2003).
Classification: D59
15
Collective mathematical understanding as an improvisational process. (English)
Pateman, Neil A. et al., Proceedings of the 27th Conference of the International Group for the Psychology of Mathematics Education held jointly with the 25th Conference of PME-NA. Vol. 3. ,. 245-252 (2003).
Classification: C33
16
Blocking the growth of mathematical understanding: A challenge for teaching. (English)
Math. Educ. Res. J. 14, No. 2, 121-132 (2002).
Classification: C70
17
Structuring occasions. (English)
Educ. Stud. Math. 49, No. 3, 313-340 (2002).
Classification: C30
18
"The Wall that Stops the Outside Coming In: Exploring Infinity and Other "Difficult" Concepts with a Preschooler. (English)
Early Child Dev. Care 145, 17-29 (1998).
Classification: C31
19
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Result 1 to 19 of 19 total

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