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Result 1 to 20 of 32 total

Standards-based mathematics curricula and the promotion of quantitative literacy in elementary school. (English)
Int. J. STEM Educ. 2, No. 1, Paper No. 19, 13 p., electronic only (2015).
Classification: D30 K40 C40 C20
1
A written instrument for assessing students’ units coordination structures. (English)
Math. Educ. (Ank.) 10, No. 2, 111-136 (2015).
Classification: D63 F43 C33
2
Technology helps students transcend part-whole concepts. (English)
Math. Teach. Middle Sch. 19, No. 6, 352-358 (2014).
Classification: U73 F43
3
Supporting students’ constructions of the splitting operation. (English)
Cogn. Instr. 31, No. 1, 2-28 (2013).
Classification: F40 C30
4
Validating a written instrument for assessing students’ fractions schemes and operations. (English)
Math. Educ. (Athens) 22, No. 2, 31-54 (2013).
Classification: F43 C32 D62
5
Students’ quality of mathematical discussion and their self-determination in mathematics. (English)
Investig. Math. Learn. 4, No. 3, 15-31 (2012).
Classification: C74 C54 C24 C34
6
The splitting group. (English)
J. Res. Math. Educ. 43, No. 5, 557-583 (2012).
Classification: F43 C33
7
Testing a motivational model of achievement: how students’ mathematical beliefs and interests are related to their achievement. (English)
Eur. J. Psychol. Educ. 27, No. 1, 1-20 (2012).
Classification: C23 C73 D63
8
The splitting loope. (English)
J. Res. Math. Educ. 42, No. 4, 386-416 (2011).
Classification: C33 F43
9
Students’ partitive reasoning. (English)
J. Math. Behav. 29, No. 4, 181-194 (2010).
Classification: F40 C30
10
Elementary school teachers’ manipulative use. (English)
Sch. Sci. Math. 110, No. 7, 363-371 (2010).
Classification: B50 C72 C73 U62 U63
11
Mathematical communication and its relation to the frequency of manipulative use. (English)
Int. Electron. J. Math. Educ. 5, No. 2, 79-90 (2010).
Classification: U60 C70 D40 C50
12
A quantitative analysis of children’s splitting operations and fraction schemes. (English)
J. Math. Behav. 28, No. 2-3, 150-161 (2009).
Classification: F43 C33
13
The relationship among elementary teachers’ content knowledge, attitudes, beliefs, and practices. (English)
J. Math. Teach. Educ. 11, No. 2, 139-164 (2008).
Classification: C29 C39 C49
14
The jug problem reloaded. (English)
Math. Teach. (Reston) 101, No. 3, 229-232 (2007).
Classification: F60 I20
15
"I can’t write all the way to 100": Recognizing students’ emerging algebraic strategies. (English)
Math. Teach. Middle Sch. 13, No. 5, 278-282 (2007-08).
Classification: H23 C33
16
Mathematics Coursework Regulates Growth in Mathematics Achievement. (English)
J. Res. Math. Educ. 38, No. 3, 230-257 (2007).
Classification: C40 C20 D60 B10
17
Differentiating the curriculum for elementary gifted mathematics students. (English)
Teach. Child. Math. 13, No. 1, 6-13 (2006).
Classification: D42
18
Change in preservice teachers’ beliefs: an evaluation of a mathematics methods course. (English)
Sch. Sci. Math. 104, No. 5, 226 (2004).
Classification: B50 C29
19
Inverting a triangular array: involving students in mathematical inquiry. (English)
Math. Teach. Middle Sch. 9, No. 6, 306-313 (2004).
Classification: D53 D59
20
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Result 1 to 20 of 32 total

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