Result **101** to **120** of **861** total

Self-explanation training improves proof comprehension. (English)

J. Res. Math. Educ. 45, No. 1, 62-101 (2014).

101

Benefits for women and men of inquiry-based learning in college mathematics: a multi-institution study. (English)

J. Res. Math. Educ. 45, No. 4, 406-418 (2014).

102

Examining relationships between secondary mathematics curricula and college achievement and course-taking. (English)

Consortium 106, 8-10 (2014).

103

Impact of computer animations in cognitive learning: differentiation. (English)

Int. J. Math. Educ. Sci. Technol. 45, No. 8, 1146-1166 (2014).

104

A comparison between a traditional and an accelerated, online, adaptive approach to developmental mathematics. (English)

J. Comput. Math. Sci. Teach. 33, No. 4, 429-453 (2014).

105

The impact of taking a college pre-calculus course on students’ college calculus performance. (English)

Int. J. Math. Educ. Sci. Technol. 45, No. 8, 1188-1207 (2014).

106

Teaching linear algebra in the embodied, symbolic and formal worlds of mathematical thinking: is there a preferred order? (English)

Oesterle, Susan (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. 3. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-363-0/v.3). 241-248 (2014).

107

Prospective teachers’ conceptions about a plane angle and the context dependency of the conceptions. (English)

Nicol, Cynthia (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. 5. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-365-4/v.5). 185-192 (2014).

108

Seeing in space is difficult: an approach to 3D geometry through a DGE. (English)

Oesterle, Susan (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. 3. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-363-0/v.3). 57-64 (2014).

109

How a professor uses diagrams in a mathematics lecture and how students understand them. (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. 4. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-364-7/v.4). 113-120 (2014).

110

The effects on academic achievement and satisfaction of the reciprocal peer tutoring in university calculus. (Korean. English summary)

J. Korean Soc. Math. Educ., Ser. A, Math. Educ. 53, No. 2, 263-274 (2014).

111

Mathematical competencies in a role-play activity. (English)

Nicol, Cynthia (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. 2. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-362-3/v.2). 17-24 (2014).

112

Retention of differential and integral calculus: a case study of a university student in physical chemistry. (English)

Int. J. Math. Educ. Sci. Technol. 45, No. 8, 1167-1187 (2014).

113

Generalising calculus ideas from two dimensions to three: how multivariable calculus students think about domain and range. (English)

Res. Math. Educ. 16, No. 3, 269-287 (2014).

114

Writing to promote and assess conceptual understanding in college algebra. (English)

PRIMUS, Probl. Resour. Issues Math. Undergrad. Stud. 24, No. 7, 637-646 (2014).

115

Probing the relationship between process of spatial problems solving and science learning: an eye tracking approach. (English)

Int. J. Sci. Math. Educ. 12, No. 3, 579-603 (2014).

116

Which mathematical demands do students expect in the first semester of their study? (Welche mathematischen Anforderungen erwarten Studierende im ersten Semester des Mathematikstudiums?) (German. English summary)

J. Math.-Didakt. 35, No. 2, 205-228 (2014).

117

Using example generation to explore students’ understanding of the concepts of linear dependence/independence in linear algebra. (English)

Int. J. Math. Educ. Sci. Technol. 45, No. 6, 813-826 (2014).

118

Teaching undergraduate mathematics in interactive groups: how does it fit with students’ learning? (English)

Int. J. Math. Educ. Sci. Technol. 45, No. 6, 863-878 (2014).

119

Comparison of performance due to guided hyperlearning, unguided hyperlearning, and conventional learning in mathematics: an empirical study. (English)

Int. J. Math. Educ. Sci. Technol. 45, No. 5, 682-692 (2014).

120

Result **101** to **120** of **861** total