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Result 1 to 20 of 41 total

Professional learning through the collaborative design of problem-solving lessons. (English)
J. Math. Teach. Educ. 19, No. 2-3, 243-260 (2016).
Classification: D39 D50 D40 C70
1
Mathematics, modelling and students in transition. (English)
Teach. Math. Appl. 35, No. 3, 172-186 (2016).
Classification: M15
2
Preparing for workplace numeracy: a modelling perspective. (English)
ZDM, Math. Educ. 47, No. 4, 675-689 (2015).
Classification: M20 D37
3
Teacher knowledge for modelling and problem solving. (English)
Pope, Sue (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Proceedings of the British congress of mathematics education, BCME-8, University of Nottingham, UK, April 14‒17, 2014. London: British Society for Research into Learning Mathematics (BSRLM). 335-342 (2014).
Classification: M19 D59 B50
4
Mathematical knowledge for teaching problem solving: lessons from lesson study. (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). 97-104 (2014).
Classification: D50 D39
5
Making sense of and with mathematics: the interface between academic mathematics and mathematics in practice. (English)
Educ. Stud. Math. 86, No. 2, 271-290 (2014).
Classification: M20 D30 C30 D20
6
Drawing on understanding of workplace practice to inform design of general mathematics curricula. (English)
Damlamian, Alain (ed.) et al., Educational interfaces between mathematics and industry. Report on an ICMI-ICIAM-study. The 20th ICMI study. Cham: Springer (ISBN 978-3-319-02269-7/hbk; 978-3-319-02270-3/ebook). New ICMI Study Series 16, 309-316 (2013).
Classification: D30 M10
7
Educational interfaces between mathematics and industry at school level. (English)
Damlamian, Alain (ed.) et al., Educational interfaces between mathematics and industry. Report on an ICMI-ICIAM-study. The 20th ICMI study. Cham: Springer (ISBN 978-3-319-02269-7/hbk; 978-3-319-02270-3/ebook). New ICMI Study Series 16, 263-270 (2013).
Classification: D30 M10 D20
8
A theoretical lens on lesson study: professional learning across boundaries. (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). 369-376 (2013).
Classification: C39
9
Understanding the European policy landscape and its impact on change in mathematics and science pedagogies. (English)
ZDM, Int. J. Math. Educ. 45, No. 6, 851-861 (2013).
Classification: A40 D30 B20 B70 B50
10
CERME7 working group 6: applications and modelling. (English)
Res. Math. Educ. 14, No. 2, 195-196 (2012).
Classification: M10
11
Assessing ‘functionality’ in school mathematics examinations: what does being human have to do with it? (English)
Res. Math. Educ. 14, No. 3, 237-252 (2012).
Classification: D60
12
From research to practice: making an impact? (English)
Smith, C. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 32, No. 2. Proceedings of the day conference, University of Sussex, UK, June 9, 2012. London: British Society for Research into Learning Mathematics (BSRLM). 52-57 (2012).
Classification: A40 B20 D20
13
Mathematics coursework as facilitator of formative assessment, student-centred activity and understanding. (English)
Res. Math. Educ. 13, No. 2, 197-212 (2011).
Classification: D34 D44 D64
14
Measuring mathematics self-efficacy as a learning outcome. (English)
Res. Math. Educ. 13, No. 2, 169-190 (2011).
Classification: C34 C24
15
Students’ views on their transition from school to college mathematics: rethinking ‘transition’ as an issue of identity. (English)
Res. Math. Educ. 13, No. 2, 119-130 (2011).
Classification: C24
16
Introduction to the special issue: deepening engagement in mathematics in pre-university education. (English)
Res. Math. Educ. 13, No. 2, 109-118 (2011).
Classification: A60 D34 C24
17
Teachers’ professional learning: modelling at the boundaries. (English)
Kaiser, G. (ed.) et al., Trends in teaching and learning of mathematical modelling. Proceedings of the 14th international conference on the teaching of mathematical modelling and applications, ICTMA, Hamburg, Germany, July 27‒31, 2009. Berlin: Springer (ISBN 978-94-007-0909-6/hbk; 978-94-007-0910-2/ebook). International Perspectives on the Teaching and Learning of Mathematical Modelling 1, 653-662 (2011).
Classification: B50 M19
18
Widening and increasing post-16 mathematics participation: pathways, pedagogies and politics. (English)
Int. J. Sci. Math. Educ. 9, No. 2, 483-501 (2011).
Classification: D34 B24
19
Conceptualising the mediation of mathematics in classrooms as textured narratives. (English)
Joubert, M. (ed.) et al., Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 30, No. 1. Proceedings of the British congress of mathematics education, BCME-7, University of Manchester, UK, April 6‒9. 2010. London: British Society for Research into Learning Mathematics (BSRLM). 223-230 (2010).
Classification: D40 C70
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