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Developing argumentation skills in mathematics through computer-supported collaborative learning: the role of transactivity. (English)
Instr. Sci. 44, No. 5, 477-500 (2016).
Classification: E50 C30 U70 U50
1
Assessment in mathematics education. Large-scale assessment and classroom assessment. (English)
ICME-13 Topical Surveys. Cham: Springer (ISBN 978-3-319-32393-0/pbk; 978-3-319-32394-7/ebook). ix, 38~p. (2016).
Classification: D60
2
Mathworld. Learning by errors. (MatheWelt. Aus Fehlern lernen.) (German)
Math. Lehren 32, No. 191, 16 p., pull-out section (2015).
Classification: U43 D73 Reviewer: Renate Stürmer (Zweibrücken)
3
Error $\neq$ error. (Fehler $\neq$ Fehler.) (German)
Math. Lehren 32, No. 191, 2-8 (2015).
Classification: D70 Reviewer: Renate Stürmer (Zweibrücken)
4
The transition from school to university: theoretical foundations and practical application of a support intervention at the beginning of the mathematics study. (Der Übergang von der Schule zur Universität: theoretische Fundierung und praktische Umsetzung einer Unterstützungsmaßnahme am Beginn des Mathematikstudiums.) (German)
Bausch, Isabell (ed.) et al., Mathematische Vor- und Brückenkurse. Konzepte, Probleme und Perspektiven. 1. Arbeitstagung des “Kompetenzzentrums Hochschuldidaktik Mathematik", Kassel, Deutschland, November 3‒5, 2011. Wiesbaden: Springer Spektrum (ISBN 978-3-658-03064-3/pbk; 978-3-658-03065-0/ebook). Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik, 37-53 (2014).
Classification: B40 D35 D45
5
Do first graders make efficient use of external number representations? The case of the twenty-frame. (English)
Cogn. Instr. 32, No. 4, 353-373 (2014).
Classification: F32 C32 U62
6
Which mathematical demands do students expect in the first semester of their study? (Welche mathematischen Anforderungen erwarten Studierende im ersten Semester des Mathematikstudiums?) (German. English summary)
J. Math.-Didakt. 35, No. 2, 205-228 (2014).
Classification: C25 C35
7
Effects of collaboration scripts and heuristic worked examples on the acquisition of mathematical argumentation skills of teacher students with different levels of prior achievement. (English)
Learn. Instr. 32, 22-36 (2014).
Classification: D49 D39 E59 C39
8
Reasoning and proving. (Argumentieren und Beweisen.) (German)
Bruder, Regina (ed.) et al., Handbuch der Mathematikdidaktik. Heidelberg: Springer Spektrum (ISBN 978-3-642-35118-1/hbk; 978-3-642-35119-8/ebook). 331-355 (2013).
Classification: E50
9
Instruction methods and instruction strategies. (Unterrichtsmethoden und Instruktionsstrategien.) (German)
Bruder, Regina (ed.) et al., Handbuch der Mathematikdidaktik. Heidelberg: Springer Spektrum (ISBN 978-3-642-35118-1/hbk; 978-3-642-35119-8/ebook). 411-434 (2013).
Classification: D40
10
Research topics and research goals. (Forschungsgegenstände und Forschungsziele.) (German)
Bruder, Regina (ed.) et al., Handbuch der Mathematikdidaktik. Heidelberg: Springer Spektrum (ISBN 978-3-642-35118-1/hbk; 978-3-642-35119-8/ebook). 567-589 (2013).
Classification: D20
11
Learning from errors: effects of teacher training on student’s attitudes towards and their individual use of errors. (English. Spanish summary)
PNA 8, No. 1, 21-30 (2013).
Classification: C23 C73 D73
12
The interaction of knowledge with problem-solving strategies, using the example of geometric theorem-proving problems. (Die Interaktion von Wissen mit Problemlösestrategien am Beispiel geometrischer Beweisprobleme.) (German)
Bausch, Isabell (ed.) et al., Unterrichtsentwicklung und Kompetenzorientierung. Festschrift für Regina Bruder. Münster: WTM-Verlag (ISBN 978-3-942197-12-0/pbk). Festschriften der Mathematikdidaktik 1, 141-150 (2013).
Classification: C30 D50 G40 E50
13
Transmissive and constructivist beliefs of in-service mathematics teachers and of beginning university students. (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, 51-67 (2013).
Classification: C29
14
How training on exact or approximate mental representations of number can enhance first-grade students’ basic number processing and arithmetic skills. (English)
Learn. Instr. 23, 125-135 (2013).
Classification: F22 F32 C32
15
Why mathematics needs language. Obstacles in mathematics instruction if language abilities are absent. (Warum auch die Mathematik die Sprache braucht. Hürden im Mathematikunterricht, wenn Sprachkenntnisse fehlen.) (German)
Grundsch. Math. 2013, No. 39, 6-9 (2013).
Classification: C52 C62 F92
16
Which kinds of tasks do mathematics teachers select for instruction, and why? (English)
Lindmeier, Anke M. (ed.) et al., Proceedings of the 37th conference of the International Group for the Psychology of Mathematics Education “Mathematics learning across the life span", PME 37, Kiel, Germany, July 28‒August 2, 2013. Vol. 4. Kiel: IPN‒Leibniz Institute for Science and Mathematics Education at the University of Kiel (ISBN 978-3-89088-290-1). 385-392 (2013).
Classification: D50 D30 D40
17
Different collaborative learning settings to foster mathematical argumentation skills. (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. 3. Taipei: National Taiwan Normal University. 345-352 (2012).
Classification: D40 E50 D50
18
Learning from errors: effects of a teacher training on students’ attitudes towards and their individual use of errors. (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. 3. Taipei: National Taiwan Normal University. 329-336 (2012).
Classification: C23 C33 D73 C73
19
Learning from errors in mathematics teaching ‒ cognitive and affective effects of two interventions. (Lernen aus Fehlern im Mathematikunterricht ‒ kognitive und affektive Effekte zweier Interventionsmaßnahmen.) (German)
Unterrichtswissenschaft 40, No. 3, 213-234 (2012).
Classification: D73 D43 C33 C23
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