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Evolution of unit fraction conceptions in two fifth-graders with a learning disability: an exploratory study. (English)
Math. Think. Learn. 18, No. 3, 182-208 (2016).
Classification: F43 C33 C43 D73
1
Overcoming a 4th grader’s challenges with working-memory via constructivist-based pedagogy and strategic scaffolds: tia’s solutions to challenging multiplicative tasks. (English)
J. Math. Behav. 44, 13-33 (2016).
Classification: D72 C42 F32
2
Iteration: unit fraction knowledge and the French fry tasks. (English)
Teach. Child. Math. 22, No. 3, 148-157 (2015).
Classification: F40
3
Mathematics teaching in a Chinese classroom: a hybrid-model analysis of opportunities for students’ learning. (English)
Fan, Lianghuo (ed.) et al., How Chinese teach mathematics. Perspectives from insiders. Hackensack, NJ: World Scientific (ISBN 978-981-4415-81-1/hbk; 978-981-4415-83-5/ebook). Series on Mathematics Education 6, 73-110 (2015).
Classification: C70
4
The effect of an intelligent tutor on math problem-solving of students with learning disabilities. (English)
Liljedahl, Peter (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. 4. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-364-7/v.4). 145-152 (2014).
Classification: U50 C40 M10 F90
5
Conceptual and brain processing of unit fraction comparisons: a cogneuro-mathed study. (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). 297-304 (2014).
Classification: F40 C30 C80
6
Relating student outcomes to teacher development of student-adaptive pedagogy. (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). 321-328 (2014).
Classification: C39 D40 D30
7
Distinguishing schemes and tasks in children’s development of multiplicative reasoning. (English. Spanish summary)
PNA 7, No. 3, 85-101 (2013).
Classification: F32 D52
8
Children’s development of multiplicative reasoning: a schemes and tasks framework. (English)
Tso, Tai-Yih (ed.), Proceedings of the 36th conference of the International Group for the Psychology of Mathematics Education “Opportunities to learn in mathematics education", PME 36, Taipei, Taiwan, July 18‒22, 2012, Vol. 4. Taipei: National Taiwan Normal University. 155-162 (2012).
Classification: F32 E52 C32
9
Can dual processing theories of thinking inform conceptual learning in mathematics? (English)
Math. Enthus. 8, No. 3, 597-636 (2011).
Classification: C30 D20
10
Intermediate participatory stages as zone of proximal development correlate in constructing counting-on: A plausible conceptual source for children’s transitory "regress" to counting-all. (English)
J. Res. Math. Educ. 42, No. 5, 418-450 (2011).
Classification: C32
11
What and how might teachers learn via teaching: contributions to closing an unspoken gap. (English)
Woo, Jeong-Ho (ed.) et al., Proceedings of the 31st annual conference of the International Group for the Psychology of Mathematics Education, PME, Seoul, Korea, July 8‒13, 2007. Vol. 1-4. Seoul: The Korea Society of Educational Studies in Mathematics. Part 1, 142-150 (2007).
Classification: C39 C79
12
Fine grain assessment of students’ mathematical understanding: Participatory and anticipatory stages in learning a new mathematical conception. (English)
Educ. Stud. Math. 66, No. 3, 273-291 (2007).
Classification: F42 C32 D62 D42
13
Riding the mathematical merry-go-round to foster conceptual understanding of angle. (English)
Teach. Child. Math. 12, No. 8, 388-393 (2006).
Classification: G22 G42
14
Distinguishing two stages of mathematics conceptual learning. (English)
Int. J. Sci. Math. Educ. 2, No. 2, 287-304 (2004).
Classification: E40 C30 D20
15
Fostering mathematical meaning via scientific inquiry: a case study. (English)
Johnsen Høines, Marit (ed.) et al., Proceedings of the 28th international conference of the International Group for the Psychology of Mathematics Education, PME 28, Bergen, Norway, July 14‒18, 2004. Bergen: Bergen University College. Part IV, 345-352 (2004).
Classification: I29 C39 B53 B54 A69
16
Explicating a mechanism for conceptual learning: Elaborating the construct of reflective abstraction. (English)
J. Res. Math. Educ. 35, No. 5, 305-329 (2004).
Classification: C30 D20
17
Explicating the role of mathematical tasks in conceptual learning: an elaboration of the hypothetical learning trajectory. (English)
Math. Think. Learn. 6, No. 2, 91-104 (2004).
Classification: D20 C30
18
Teacher and students’ joint production of a reversible fraction conception. (English)
J. Math. Behav. 23, No. 1, 93-114 (2004).
Classification: F42 D42
19
Teacher and students’ joint production of a reversible fraction conception. (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. ,. 315-322 (2003).
Classification: F42 D42
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