Result **1** to **20** of **54** total

Effects of variations in task design on mathematics teachers’ learning experiences: a case of a sorting task. (English)

J. Math. Teach. Educ. 19, No. 4, 349-370 (2016).

1

Four (algorithms) in one (bag): an integrative framework of knowledge for teaching the standard algorithms of the basic arithmetic operations. (English)

Res. Math. Educ. 18, No. 1, 43-60 (2016).

2

Thinking with and through examples. (English)

Liljedahl, Peter (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. 1. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-361-6/v.1). 21-34 (2014).

3

Example-generation as indicator and catalyst of mathematical and pedagogical understandings. (English)

Li, Yeping (ed.) et al., Transforming mathematics instruction. Multiple approaches and practices. Cham: Springer (ISBN 978-3-319-04992-2/hbk; 978-3-319-04993-9/ebook). Advances in Mathematics Education, 525-546 (2014).

4

Generic proving: reflections on scope and method. (English)

Learn. Math. 33, No. 3, 24-30 (2013).

5

Inconsistencies in students’ understanding of proof and refutation of mathematical statements. (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). 129-136 (2013).

6

The need for proof and proving: mathematical and pedagogical perspectives. (English)

Hanna, Gila (ed.) et al., Proof and proving in mathematics education. The 19th ICMI study. Berlin: Springer (ISBN 978-94-007-2128-9/hbk; 978-94-007-2129-6/ebook). New ICMI Study Series 15, 215-229 (2012).

7

Is this a coincidence? The role of examples in fostering a need for proof. (English)

ZDM, Int. J. Math. Educ. 43, No. 2, 269-281 (2011).

8

Setting the stage: A conceptual framework for examining and developing tasks for mathematics teacher education. (English)

Zaslavsky, Orit (ed.) et al., Constructing knowledge for teaching secondary mathematics. Tasks to enhance prospective and practicing teacher learning. Berlin: Springer (ISBN 978-0-387-09811-1/hbk; 978-0-387-09812-8/ebook). Mathematics Teacher Education 6, 1-19 (2011).

9

Constructing knowledge for teaching secondary mathematics. Tasks to enhance prospective and practicing teacher learning. (English)

Mathematics Teacher Education 6. Berlin: Springer (ISBN 978-0-387-09811-1/hbk; 978-0-387-09812-8/ebook). ix, 327~p. (2011).

10

ME 2010f.00208 da Ponte, João Pedro;

Zaslavsky, Orit;

Silver, Ed;

de Carvalho Borba, Marcelo;

van den Heuvel-Panhuizen, Marja;

Gal, Hagar;

Fiorentini, Dario;

Miskulin, Rosana;

Passos, Cármen;

de la Rocque Palis, Gilda;

Huang, Rongjin;

Chapman, Olive
Tools and settings supporting mathematics teachers’ learning in and from practice. (English)

Even, Ruhama (ed.) et al., The professional education and development of teachers of mathematics. The 15th ICMI Study. New York, NY: Springer (ISBN 978-0-387-09600-1/hbk; 978-0-387-09601-8/ebook). New ICMI Study Series 11, 185-209 (2009).

11

Mathematics educators’ knowledge and development. (English)

Even, Ruhama (ed.) et al., The professional education and development of teachers of mathematics. The 15th ICMI Study. New York, NY: Springer (ISBN 978-0-387-09600-1/hbk; 978-0-387-09601-8/ebook). New ICMI Study Series 11, 105-111 (2009).

12

Characteristics of teachers’ choice of examples in and for the mathematics classroom. (English)

Educ. Stud. Math. 69, No. 2, 165-182 (2008).

13

Beyond local conceptual connections: Meta-knowledge about procedures. (English)

Learn. Math. 28, No. 3, 28-35 (2008).

14

Is a visual example in geometry always helpful? (English)

Woo, Jeong-Ho (ed.) et al., Proceedings of the 31st annual conference of the International Group for the Psychology of Mathematics Education, PME, Seoul, Korea, July 8‒13, 2007. Vol. 1-4. Seoul: The Korea Society of Educational Studies in Mathematics. Part 4, 265-272 (2007).

15

Resolving cognitive conflict with peers ‒ is there a difference between two and four? (English)

Woo, Jeong-Ho (ed.) et al., Proceedings of the 31st annual conference of the International Group for the Psychology of Mathematics Education, PME, Seoul, Korea, July 8‒13, 2007. Vol. 1-4. Seoul: The Korea Society of Educational Studies in Mathematics. Part 4, 169-176 (2007).

16

Teacher change in the context of addressing students’ special needs in mathematics. (English)

Woo, Jeong-Ho (ed.) et al., Proceedings of the 31st annual conference of the International Group for the Psychology of Mathematics Education, PME, Seoul, Korea, July 8‒13, 2007. Vol. 1-4. Seoul: The Korea Society of Educational Studies in Mathematics. Part 1, 166-169 (2007).

17

Mathematics-related tasks, teacher education, and teacher educators. The dynamics associated with tasks in mathematics teacher education. (English)

J. Math. Teach. Educ. 10, No. 4-6, Special issue: The Nature and Role of Tasks in Mathematics Teachers’ Education, 433-440 (2007).

18

A teacher’s treatment of examples as reflection of her knowledge-base. (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, 457-464 (2006).

19

Students’ conceptions of a mathematical definition. (English)

J. Res. Math. Educ. 36, No. 4, 317-346 (2005).

20

Result **1** to **20** of **54** total