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What can you infer from this example? Applications of online, rich-media tasks for enhancing pre-service teachers’ knowledge of the roles of examples in proving. (English)
Leung, Allen (ed.) et al., Digital technologies in designing mathematics education tasks. Potential and pitfalls. Cham: Springer (ISBN 978-3-319-43421-6/hbk; 978-3-319-43423-0/ebook). Mathematics Education in the Digital Era 8, 215-235 (2017).
Classification: U79 D49 D59 E59
1
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).
Classification: D30 D50 C30 F40 I20
2
Characteristics of teachers’ choice of examples in and for the mathematics classroom. (English)
Educ. Stud. Math. 69, No. 2, 165-182 (2008).
Classification: C70 D40 C73 D43
3
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).
Classification: C70 D40 G40 A60
4
Characteristics of mathematical problem solving tutoring in an informal setting. (English)
Johnsen Høines, Marit (ed.) et al., Proceedings of the 28th international conference of the International Group for the Psychology of Mathematics Education, PME 28, Bergen, Norway, July 14‒18, 2004. Bergen: Bergen University College. Part IV, 489-496 (2004).
Classification: D53 D54 D43 D44 G43 G44 A63 A64
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