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Longitudinally investigating the impact of curricula and classroom emphases on the algebra learning of students of different ethnicities. (English)
Middleton, James A. (ed.) et al., Large-scale studies in mathematics education. Cham: Springer (ISBN 978-3-319-07715-4/hbk; 978-3-319-07716-1/ebook). Research in Mathematics Education, 45-60 (2015).
Classification: D33 C73 C33 C63 H23 H33 D20
1
Research on blending learning mode of probability and mathematical statistics based on MOOC. (Chinese. English summary)
J. Shenyang Norm. Univ., Nat. Sci. 33, No. 4, 567-570 (2015).
Classification: D40 U50 K10
2
Problem-solving strategies as a measure of longitudinal curricular effects on student learning. (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. 2. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-362-3/v.2). 233-240 (2014).
Classification: D53 D33
3
Teaching mathematics using standards-based and traditional curricula: a case of variable ideas. (English)
Li, Yeping (ed.) et al., Mathematics curriculum in school education. Dordrecht: Springer (ISBN 978-94-007-7559-6/hbk; 978-94-007-7560-2/ebook). Advances in Mathematics Education, 391-415 (2014).
Classification: D30 B70 D40 H30 I20
4
Lingitudinal investigation of the effect of middle school curriculum on learning in high school. (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. 2. Kiel: IPN‒Leibniz Institute for Science and Mathematics Education at the University of Kiel (ISBN 978-3-89088-288-8). 137-144 (2013).
Classification: D33 B73 C33 C34
5
An investigation of teachers’ intentions and reflections about using standards-based and traditional textbooks in the classroom. (English)
ZDM, Int. J. Math. Educ. 45, No. 5, 699-711 (2013).
Classification: U20 C29 D30 B70
6
Mathematical problem posing as a measure of curricular effect on students’ learning. (English)
Educ. Stud. Math. 83, No. 1, 57-69 (2013).
Classification: D50 B70 D30
7
Examining students’ algebraic thinking in a curricular context: a longitudinal study. (English)
Cai, Jinfa (ed.) et al., Early algebraization. A global dialogue from multiple perspectives. Berlin: Springer (ISBN 978-3-642-17734-7/hbk; 978-3-642-17735-4/ebook). Advances in Mathematics Education, 161-185 (2011).
Classification: D33 H23 H33 C83
8
An investigation of factors influencing teachers’ scoring student responses to mathematics constructed-response assessment tasks. (English)
Novotná, Jarmila (ed.) et al., Mathematics in the centre. Proceedings of the 30th annual conference of the International Group for the Psychology of Mathematics Education, PME, Prague, Czech Republic, July 16‒21, 2006. Vol. 1-5. Prague: Charles University, Faculty of Education. Part 5, 369-376 (2006).
Classification: B50 C70
9
Parental Roles in Students’ Learning of Mathematics: An Exploratory Study. (English)
Res. Middle Level Educ. Q. 22, No. 3, 1-18 (1999).
Classification: C43
10
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