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Result 121 to 140 of 1427 total

Under which conditions do children with language acquisition disabilities learn particularly successful in mathematics education? Reflections of experts from school practice. (Unter welchen Bedingungen lernen Kinder mit Spracherwerbsstörungen besonders erfolgreich im Mathematikunterricht? Reflexionen von Expertinnen aus der Schulpraxis.) (German)
Z. Heilpädagog., No. 1, 24-35 (2015).
Classification: C30 C50
121
Do gestures matter? The implications of using touchscreen devices in mathematics instruction. (English)
Learn. Instr. 40, 89-98 (2015).
Classification: U70 C50
122
Please explain! Supporting students’ explanations. (Erklär mal! Schülerinnen und Schüler beim Erklären fördern.) (German)
PM Prax. Math. Sch. 57, No. 64, 29-32 (2015).
Classification: E50 D40 C30 C50
123
Is the proof enough, or shall I also explain it? Good reasoning and explanations from the students’ point of view. (Genügt der Beweis, oder soll ich das auch erklären? Gute Begründungen und Erklärungen aus Sicht der Schülerinnen und Schüler.) (German)
PM Prax. Math. Sch. 57, No. 64, 19-23 (2015).
Classification: E50 C50 C30
124
Situating student errors: linguistic-to-algebra translation errors. (English)
Int. J. Math. Teach. Learn. 2015, 29 p., electronic only (2015).
Classification: D70 C50 E40
125
Using dialogic talk to teach mathematics: the case of interactive groups. (English)
ZDM, Math. Educ. 47, No. 7, 1299-1312 (2015).
Classification: D40 C70 C50 F40
126
Using literacy strategies to teach precalculus and calculus. (English)
Math. Teach. (Reston) 108, No. 9, 672-678 (2015).
Classification: D40 I20 I40 I50 C50
127
Anticipation guides: reading for mathematics understanding. (English)
Math. Teach. (Reston) 108, No. 7, 498-504 (2015).
Classification: D40 C50 C30
128
Educating for the future: an outsider’s view of South Korea mathematics education. (English)
Kim, Jinho (ed.) et al., Mathematics education in Korea. Volume 2: Contemporary trends in researches in Korea. Hackensack, NJ: World Scientific (ISBN 978-981-4525-71-8/hbk; 978-981-4525-73-2/ebook). Series on Mathematics Education 11, 171-190 (2015).
Classification: D20 D30 D40 D50 C50 B50
129
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
130
Achieving coherence in the mathematics classroom: toward a framework for examining instructional coherence. (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, 111-148 (2015).
Classification: C70 C50
131
Explaining. What? How? Why? (Erklären. Was? Wie? Warum?) (German)
PM Prax. Math. Sch. 57, No. 64, 2-9 (2015).
Classification: C70 C49 C50 C60 D40
132
Co-constructive problem-solving discourse in mathematics education. A study on the development of mathematical solutions of primary students based on learning partnerships. (Ko-Konstruktive Problemlösegespräche im Mathematikunterricht. Eine Studie zur lernpartnerschaftlichen Entwicklung mathematischer Lösungen unter Grundschulkindern.) (German)
Empirische Studien zur Didaktik der Mathematik 25. Münster: Waxmann (ISBN 978-3-8309-3267-3/pbk). 436~p. (2015).
Classification: C50 D50
133
The relation between students’ math and reading ability and their mathematics, physics, and chemistry examination grades in secondary education. (English)
Int. J. Sci. Math. Educ. 13, No. 5, 1013-1037 (2015).
Classification: C50 F90 D60 C30
134
Univocal and dialogic discourse in secondary mathematics classrooms: the case of attending to precision. (English)
ZDM, Math. Educ. 47, No. 7, 1285-1298 (2015).
Classification: C50 C70 D40
135
Math in plain English. Literacy strategies for the mathematics classroom. (English)
London: Routledge (ISBN 978-1-138-12983-2/hbk). 144~p. (2015).
Classification: C50 E40
136
Mathematical conversations to transform algebra class. (English)
Math. Teach. (Reston) 108, No. 9, 656-661 (2015).
Classification: C50 E40 H30
137
Taking along learners to navigate on “paths of explanation". (Lernende beim Navigieren auf “Erklärpfaden" mitnehmen.) (German)
PM Prax. Math. Sch. 57, No. 64, 33-37 (2015).
Classification: C50 E50 D40
138
Explaining needs language. On planning language-sensitive mathematics lessons with the example of “Why-explanations". (Erklären braucht Sprache. Zur Planung eines sprachsensiblen Mathematikunterrichts am Beispiel von “Warum-Erklärungen".) (German)
PM Prax. Math. Sch. 57, No. 64, 10-12 (2015).
Classification: C50
139
Differences in the reading-mathematics relationship: a multi-grade, multi-year statewide examination. (English)
Learn. Individ. Differ. 43, 118-123 (2015).
Classification: C30 C40 C50
140

Result 121 to 140 of 1427 total

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