Result **201** to **220** of **1427** total

Algebraic expressions of deaf students: connecting visuo-gestural and dynamic digital representations. (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). 49-56 (2014).

201

Effective communication, critical aspects and compositionality in algebra. (English)

Int. J. Math. Educ. Sci. Technol. 45, No. 7, 1021-1033 (2014).

202

Making sense of word problems: the effect of rewording and dyadic interaction. (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). 201-208 (2014).

203

Collective problem posing as an emergent phenomenon in middle school mathematics group discourse. (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). 57-64 (2014).

204

Teacher semiotic mediation and student meaning-making: a Peircean perspective. (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). 409-416 (2014).

205

Investigating student participation trajectories in a mathematical discourse community. (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). 297-304 (2014).

206

Shaping mathematics classroom discourse: relating professional development and classroom practice. (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). 257-264 (2014).

207

An analytic framework for describing teachers’ mathematics discourse in instruction. (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). 9-16 (2014).

208

“Heart beating" of the classroom-interaction in mathematics lessons as reflected in classroom discourse. (English)

J. Korean Soc. Math. Educ., Ser. D, Res. Math. Educ. 18, No. 3, 187-208 (2014).

209

Students’ use of gesture and posture mimicry in developing mutual understanding. (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). 361-368 (2014).

210

The interplay between language, gestures, dragging and diagrams in bilingual learners’ mathematical communcations. (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). 289-296 (2014).

211

Linguistic relativity and number. (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). 433-440 (2014).

212

When 5004 is said “five thousand zero hundred remainder four": the influence of language on natural number transcoding: cross-national comparison. (English)

J. Korean Soc. Math. Educ., Ser. D, Res. Math. Educ. 18, No. 2, 149-170 (2014).

213

What students say about their mathematical thinking when they listen. (English)

Sch. Sci. Math. 114, No. 5, 214-223 (2014).

214

Perceptions and reality: one teacher’s use of prompts in mathematical discussions. (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). 41-48 (2014).

215

An inferential view on concept formation. (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). 217-224 (2014).

216

How do they know it is a parallelogram? Analysing geometric discourse at van Hiele level 3. (English)

Res. Math. Educ. 16, No. 3, 288-305 (2014).

217

Intentional talk. How to structure and lead productive mathematical discussions. (English)

Portland, ME: Stenhouse Publishers (ISBN 978-1-57110-976-7/pbk). 168~p. (2014).

218

Pictures in mind. On the role of mental representations for learning mathematics. (Bilder im Kopf. Zur Rolle mentaler Vorstellungen beim Mathematiklernen.) (German)

Math. Differ. 5, No. 4, 6-9 (2014).

219

From dialogue to knowledge in mathematics. (Od dialogu do wiedzy w matematyce.) (Slovak. English summary)

Stud. Sci. Fac. Paedagog. 13, No. 1, 45-55 (2014).

220

Result **201** to **220** of **1427** total