Result **1** to **13** of **13** total

Influences of affective components in the relationship between teachers and students in mathematics classrooms. (Influência de aspectos afetivos na relação entre professor e alunos em sala de aula de matemática.) (Portuguese. English summary)

Bolema 23, No. 36, 683-713 (2010).

1

Exploring connections between tacit knowing and situated learning perspectives in the context of mathematics education. (English)

Watson, Anne (ed.) et al., New directions for situated cognition in mathematics education. New York, NY: Springer (ISBN 978-0-387-71577-3/hbk; 978-0-387-71579-7/e-book). Mathematics Education Library 45, 205-231 (2008).

2

Solving additive problems at pre-elementary school level with the support of graphical representation. (English)

Chick, H. L. (ed.) et al., Proceedings of the 29th annual conference of the International Group for the Psychology of Mathematics Education, PME 29, Melbourne, Australia, July 10‒15, 2005. Vol 1-4. Melbourne: University of Melbourne, Dep. of Science and Mathematics Education. Part IV, 161-168 (2005).

3

Algebraic alphabetisation in the first grades - how to begin? (Alfabetização algébrica nas séries iniciais. Como começar?) (Portuguese)

Bol. GEPEM, No. 42, 27-36 (2003).

4

Relationships between thought and language: Theoretical explorations in the context of mathematics education. (Relações entre pensamento e linguagem: explorações teóricas no contexto da educação matemática.) (Portuguese)

Bol. GEPEM, No. 41, 43-56 (2003).

5

Affective aspects on mathematics conceptualization: From dichotomies to an integrated approach. (English)

Pateman, Neil A. et al., Proceedings of the 27th Conference of the International Group for the Psychology of Mathematics Education held jointly with the 25th Conference of PME-NA. Vol. 1-4. ,. 269-276 (2003).

6

Learning environment for mathematics in school: towards a research agenda in psychology of mathematics education. (English)

van denHeuvel-Panhuizen, Marja, Proceedings of the 25th conference of the international Group for the Psychology of Mathematics Education. Vol. 1. , (ISBN 90-74684-16-5). 65-71 (2001).

7

Self-esteem and performance in school mathematics: a contribution to the debate about the relationship between cognition and affect. (English)

van den Heuvel-Panhuizen, Marja, Proceedings of the 25th conference of the International Group for the Psychology of Mathematics Education. Vol. 3. ,. 121-128 (2001).

8

A didactic sequence for the introduction of algebraic activity in early elementary school. (English)

Nakahara, Tadao et al., 24th Conference of the International Group for the Psychology of Mathematics Education (PME 24). Vol. 2. ,. 209-216 (2000).

9

Algebraic language: a psychological perspective. (Lenguaje algebraico. Un efoque psicológico.) (Spanish)

Uno 4, No. 14, 25-38 (1997).

10

Early development of algebraic representation among 6-13 year-old children: the importance of didactic contract. (English)

Pehkonen, Erkki, 21. conference of the International Group for the Psychology of Mathematics Education (PME). ,. 201-208 (1997).

11

Clinical analysis of difficulties in algebraic problem solving among Brazilian students: principal aspects and didactic issues. (English)

Puig, L. et al., 20th Conference of the International Group for the Psychology of Mathematics Education (PME 20). Proceedings. Vol. 2. ,. 257-264 (1996).

12

A case study of algebraic scaffolding: from balance scale to algebraic notation. (English)

Meira, L. et al., 19. Annual conference of the International Group for the Psychology of Mathematics Education (PME 19). Proceedings. Vol. 2. ,. 66-73 (1995).

13

Result **1** to **13** of **13** total