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Result 1 to 20 of 25 total

Achieving coherence in the mathematics classroom: toward a framework for examining instructional coherence. (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, 111-148 (2015).
Classification: C70 C50
1
Predictors of future mathematics teachers’ readiness to teach: a comparison of Taiwan, Germany, and the United States. (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). 345-352 (2014).
Classification: C29 D39
2
What aspects of mathematical literacy should teachers focus on from the student’s point of view? (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). 345-352 (2014).
Classification: C20 D30
3
Developing an assessment-centered e-learning system for improving student learning effectiveness. (English)
Comput. Educ. (Exeter) 73, 189-203 (2014).
Classification: U53 M53 D63 C33
4
A conceptualization of indicators for mathematics teacher education quality for international studies. (English)
Blömeke, Sigrid (ed.) et al., International perspectives on teacher knowledge, beliefs and opportunities to learn. TEDS-M results. Dordrecht: Springer (ISBN 978-94-007-6436-1/hbk; 978-94-007-6437-8/ebook). Advances in Mathematics Education, 457-482 (2014).
Classification: D20 D69 B50 C39 C49 C70
5
How do exemplary Chinese and U.S. mathematics teachers view instructional coherence? (English)
Educ. Stud. Math. 85, No. 2, 265-280 (2014).
Classification: C29 D49
6
The cultural notion of teacher education: comparison of lower-secondary future teachers’ and teacher educators’ beliefs. (English)
Blömeke, Sigrid (ed.) et al., International perspectives on teacher knowledge, beliefs and opportunities to learn. TEDS-M results. Dordrecht: Springer (ISBN 978-94-007-6436-1/hbk; 978-94-007-6437-8/ebook). Advances in Mathematics Education, 255-277 (2014).
Classification: C20 C60
7
Why did Taiwan excel: hot topics and pressing issues. (English)
Blömeke, Sigrid (ed.) et al., International perspectives on teacher knowledge, beliefs and opportunities to learn. TEDS-M results. Dordrecht: Springer (ISBN 978-94-007-6436-1/hbk; 978-94-007-6437-8/ebook). Advances in Mathematics Education, 141-161 (2014).
Classification: B50 D39 D49
8
Are Taiwanese and Singaporean future teachers similar in their mathematics-related teaching competencies? (English)
Int. J. Sci. Math. Educ. 11, No. 4, 819-846 (2013).
Classification: D69 C49 D39 B50
9
Profiles of opportunities to learn for TEDS-M future secondary mathematics teachers. (English)
Int. J. Sci. Math. Educ. 11, No. 4, 847-877 (2013).
Classification: D39 B50
10
Comparison of mathematical language-related teaching competence of future teachers from Taiwan and the United States. (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. 211-213 (2012).
Classification: C59 C49
11
Mathematics-related teaching competence of Taiwanese primary future teachers: evidence from TEDS-M. (English)
ZDM, Int. J. Math. Educ. 44, No. 3, 277-292 (2012).
Classification: B50 D69
12
Implementation of Web-based dynamic assessment in facilitating junior high school students to learn mathematics. (English)
Comput. Educ. (Exeter) 56, No. 4, 1062-1071 (2011).
Classification: U53 C73
13
Conceptions of effective mathematics teaching within a cultural context: perspectives of teachers from China and the United States. (English)
J. Math. Teach. Educ. 13, No. 3, 265-287 (2010).
Classification: B50 C20 D40 D30
14
Comparison and contrast: Similarities and differences of teachers’ views of effective mathematics teaching and learning from four regions. (English)
ZDM, Int. J. Math. Educ. 39, No. 4, 329-340 (2007).
Classification: C70 C20 D20 D30
15
United States teachers’ views of effective mathematics teaching and learning. (English)
ZDM, Int. J. Math. Educ. 39, No. 4, 315-327 (2007).
Classification: C70 C20 D20 D30
16
Chinese (Mainland) teachers’ views of effective mathematics teaching and learning. (English)
ZDM, Int. J. Math. Educ. 39, No. 4, 287-300 (2007).
Classification: C70 C20 D20 D30
17
U.S. and Chinese teachers’ conceptions and constructions of representations: A case of teaching ratio concept. (English)
Int. J. Sci. Math. Educ. 4, No. 1, 145-186 (2006).
Classification: F80 D40 C70
18
Design and implementation of cancellation tasks for visual search strategies and visual attention in school children. (English)
Comput. Educ. (Exeter) 47, No. 1, 1-16 (2006).
Classification: R32
19
Online learning and intellectual liberty. A mixed-mode experiment in the humanities. (English)
Coll. Teach. 53, No. 3, 102-109 (2005).
Classification: R35
20
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