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Result 21 to 40 of 589 total

The impact of instructor pedagogy on college calculus students’ attitude toward mathematics. (English)
Int. J. Math. Educ. Sci. Technol. 46, No. 3, 370-387 (2015).
Classification: C25 D45 C75 U75 I15
21
Teaching knowledge-in-practice: an introduction. (English)
Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 34, No. 3. Proceedings of the day conference, University of Leicester, UK, November 8, 2014. London: British Society for Research into Learning Mathematics (BSRLM). 43-48 (2014).
Classification: D45 C75 B40
22
Development and validation of an instrument for assessing mathematics classroom environment in tertiary institutionss. (English)
Asia-Pac. Educ. Res. 23, No. 3, 655-669 (2014).
Classification: C75 D20
23
Metaphor clusters: characterizing instructor metaphorical reasoning on limit concepts in college calculus. (English)
Sch. Sci. Math. 114, No. 5, 236-245 (2014).
Classification: I25 C29 C75
24
Explaining mathematical meaning in “practical terms" and access to advanced mathematics. (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). 65-72 (2014).
Classification: C75
25
Why lectures in advanced mathematics often fail. (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). 129-136 (2014).
Classification: C75 D45 D35
26
“We definitely wouldn’t be able to solve it all by ourselves, but together\dots": group synergy in tertiary students’ problem-solving practices. (English)
Res. Math. Educ. 16, No. 3, 306-323 (2014).
Classification: D55 C75 D45
27
Experiences of working with undergraduate students on research during an academic year. (English)
Involve 7, No. 3, 363-367 (2014).
Classification: D35 D45 C75 K35
28
The role of graduate students in research experience for undergraduates programs. (English)
Involve 7, No. 3, 369-372 (2014).
Classification: C75 D35 D45
29
Leaderboards in a virtual classroom: a test of stereotype threat and social comparison explanations for women’s math performance. (English)
Comput. Educ. (Exeter) 78, 66-77 (2014).
Classification: U55 D45 C65 C75
30
Characteristics of teaching-learning processes in mathematics studies. Conditional factors for academic success in the first semester. (Charakteristika von Lehr-Lern-Prozessen im Mathematikstudium. Bedingungsfaktoren für den Studienerfolg im ersten Semester.) (German)
Empirische Studien zur Didaktik der Mathematik 22. Münster: Waxmann (ISBN 978-3-8309-3126-3/pbk). 280~p. (2014).
Classification: C35 C25 C45 C75
31
Teaching roles in a technology intensive core undergraduate mathematics course. (English)
Clark-Wilson, Alison (ed.) et al., The mathematics teacher in the digital era. An international perspective on technology focused professional development. Dordrecht: Springer (ISBN 978-94-007-4637-4/hbk; 978-94-007-4638-1/ebook). Mathematics Education in the Digital Era 2, 163-185 (2014).
Classification: C75 U75
32
What shapes representation preferences: teaching environment versus thinking types? (English)
Teach. Math. Appl. 33, No. 2, 122-134 (2014).
Classification: C35 I55 D55 C75
33
Identifying discursive entry points in paired-novice discourse as a first step in penetrating the paradox of learning mathematical proof. (English)
J. Math. Behav. 34, 99-113 (2014).
Classification: E55 D25 C75
34
Understanding the role of transactive reasoning in classroom discourse as students learn to construct proofs. (English)
J. Math. Behav. 34, 76-98 (2014).
Classification: E55 C75
35
Knowledge shifts and knowledge agents in the classroom. (English)
J. Math. Behav. 33, 192-208 (2014).
Classification: C35 C75 I75
36
Changing beliefs about teaching in large undergraduate mathematics classes. (English)
Math. Teach. Educ. Dev. 15, No. 2, 52-69 (2013).
Classification: C29 D45 C75
37
What we talk about when we talk about functions ‒ characteristics of the function concept in the discursive practices of three university teachers. (English)
Ubuz, Behiye (ed.) et al., CERME 8. Proceedings of the eigth congress of the European Society of Research in Mathematics Education, Antalya, Turkey, February 6‒10, 2013. Ankara: Middle East Technical University (ISBN 978-975-429-315-9). 2466-2475 (2013).
Classification: I25 C55 C75
38
Generic proving: reflections on scope and method. (English)
Learn. Math. 33, No. 3, 24-30 (2013).
Classification: E55 D75 C75
39
Variability in university mathematics teaching: a tale of two instructors. (English)
Ubuz, Behiye (ed.) et al., CERME 8. Proceedings of the eigth congress of the European Society of Research in Mathematics Education, Antalya, Turkey, February 6‒10, 2013. Ankara: Middle East Technical University (ISBN 978-975-429-315-9). 2416-2425 (2013).
Classification: C75 I15 C25
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Result 21 to 40 of 589 total

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