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Result 101 to 120 of 1327 total

Problem solving: its assimilation to the teacher’s perspective. (English)
Philos. Math. Educ. J. 29, 12 p., electronic only (2015).
Classification: D20 D59 C29
101
Student primary teachers’ perceptions of mathematics. (English)
Philos. Math. Educ. J. 29, 12 p., electronic only (2015).
Classification: C29 D20 D79
102
Are there differences between primary mathematics teachers with and without a subject-specific teaching qualification with regard to their professional beliefs? Results from TIMSS 2007. (Unterscheiden sich Mathematiklehrkräfte an Grundschulen mit und ohne Fach-Lehrbefähigung hinsichtlich ihrer berufsbezogenen Überzeugungen? Ergebnisse aus TIMSS 2007.) (German. English summary)
Math. Didact. 38, 5-36 (2015).
Classification: C29 B50
103
Using video game play to improve education-majors’ mathematical performance: an experimental study. (English)
Comput. Hum. Behav. 53, 124-130 (2015).
Classification: U79 R80 A20 C39 C29
104
Polish teachers’ conceptions of and approaches to the teaching of linear equations to grade six students: an exploratory case study. (English)
Res. Math. Educ. 17, No. 3, 220-238 (2015).
Classification: H33 C29
105
Exploration into Chinese mathematics teachers’ perceptions of concept map. (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, 591-618 (2015).
Classification: D49 C29
106
An investigation into pre-service special education teachers’ mathematical skills, self-efficacy, and teaching methodology. (English)
Issues Undergrad. Math. Prep. Sch. Teach., J. 1, Content Knowledge, 13 p., electronic only (2015).
Classification: D49 C29 C39 C49
107
Changing classroom instruction: one teacher’s perspective. (English)
Math. Teach. (Reston) 108, No. 8, 616-621 (2015).
Classification: D40 C70 C29
108
Monsters, lovers and former friends: exploring relationships with mathematics via personification. (English)
Learn. Math. 35, No. 1, 33-38 (2015).
Classification: D20 C29
109
Investigating teachers’ appraisal of unexpected moments and underlying values: an exploratory case in the context of changing mathematics classroom discourse. (English)
Res. Math. Educ. 17, No. 3, 163-182 (2015).
Classification: C70 C50 C29
110
Teachers’ teaching practices and beliefs regarding context-based tasks and their relation with students’ difficulties in solving these tasks. (English)
Math. Educ. Res. J. 27, No. 4, 637-662 (2015).
Classification: C29 D40 D73 F93 M13
111
Is a fast and profound change in the perception of mathematics teachers possible? ‒ Reflection of experiences of a professional development course on the topic modeling. (Ist eine schnelle tiefgehende Änderung in der Vorstellung von Mathematiklehrern möglich? ‒ Reflexion der Erfahrungen eines Fortbildungskurses im Bereich der mathematischen Modellierung.) (German. English summary)
Teach. Math. Comput. Sci. 13, No. 1, 1-20 (2015).
Classification: C29 M10 D40 D30
112
The relationships between religious beliefs and teaching among mathematics teachers in Chinese mainland, Taiwan and Hong Kong. (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, 653-701 (2015).
Classification: C29 D40 C70
113
Chinese teachers’ mathematics beliefs in the context of curriculum reform. (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, 529-566 (2015).
Classification: C29 D30
114
Beliefs, knowledge and teaching: a series of studies about Chinese mathematics teachers. (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, 457-492 (2015).
Classification: C29 C39 C49 D40
115
Studying productive disposition: the early development of a construct. (English)
J. Math. Teach. Educ. 18, No. 5, 489-499 (2015).
Classification: D20 C39 C29 B50
116
A randomized trial of lesson study with mathematical resource kits: analysis of impact on teachers’ beliefs and learning community. (English)
Middleton, James A. (ed.) et al., Large-scale studies in mathematics education. Cham: Springer (ISBN 978-3-319-07715-4/hbk; 978-3-319-07716-1/ebook). Research in Mathematics Education, 133-158 (2015).
Classification: C79 C69 C29 D39 F40 D20
117
Pre-service teachers’ perceptions and beliefs of technological pedagogical content knowledge on algebra. (English)
J. Comput. Math. Sci. Teach. 34, No. 3, 327-344 (2015).
Classification: C29 C39 D39 H39 C49
118
Teachers facing the dilemma of multiple representations being aid and obstacle for learning: evaluations of tasks and theme-specific noticing. (English. German summary)
J. Math.-Didakt. 36, No. 1, 23-44 (2015).
Classification: C29 C30 C70 D43 F43
119
Contexts of math anxiety ‒ an inventory for context-specific measurement of math anxiety of future teachers. (Mathematikangst im Kontext ‒ ein Inventar zur situationsbezogenen Messung von Mathematikangst bei angehenden Lehrkräften.) (German. English summary)
J. Math.-Didakt. 36, No. 1, 1-22 (2015).
Classification: C29
120

Result 101 to 120 of 1327 total

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