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Children learn to draw practical problems. From first intuitive drawings to line graphs. (Kinder lernen Sachaufgaben zeichnen. Von ersten intuitiven Zeichnungen bis hin zu Liniendiagrammen.) (German)
Grundsch.unterr., Math. 61, No. 3, 16-19 (2014).
Classification: F92 D72 F32 D52 E42
81
“But 11 meters do not fit on the paper!" Children draw according to practical problems. (“Aber 11 Meter passen doch nicht aufs Papier!" Kinder zeichnen zu Sachaufgaben.) (German)
Grundsch.unterr., Math. 61, No. 3, 12-15 (2014).
Classification: F92 D52 G32 U62
82
Calculating with large numbers. Practical problems around the Football World Cup. (Rechnen mit großen Zahlen. Sachaufgaben rund um die Fußball-Weltmeisterschaft.) (German)
Grundsch.unterr., Math. 61, No. 2, 31-39 (2014).
Classification: F92 F32 M92 D32 D52 D82
83
Statistical literacy in the elementary school: opportunities for problem posing. (English)
Singer, Florence Mihaela (ed.) et al., Mathematical problem posing. From research to effective practice. New York, NY: Springer (ISBN 978-1-4614-6257-6/hbk; 978-1-4614-6258-3/ebook). Research in Mathematics Education, 241-256 (2014).
Classification: D52 K42 K52
84
From problem posing to posing problems via explicit mediation in grades 4 and 5. (English)
Singer, Florence Mihaela (ed.) et al., Mathematical problem posing. From research to effective practice. New York, NY: Springer (ISBN 978-1-4614-6257-6/hbk; 978-1-4614-6258-3/ebook). Research in Mathematics Education, 195-213 (2014).
Classification: D52 D53 D42 D43 C72 C73
85
How heavy? How often? How many? Using Fermi problems as meaningful tasks in internet research. (Wie schwer? Wie oft? Wie viele? Fermi-Aufgaben als sinnstiftende Aufgaben zur Internetrecherche.) (German)
Grundsch. Math. 43, 26-29 (2014).
Classification: U72 M62 D42 D52
86
Number plates ‒ real and virtual. Practising independently and productively on paper and computer. (Zahlenplättchen ‒ real und virtuell. Selbstständig und produktiv üben auf Papier und am Computer.) (German)
Grundsch. Math. 43, 14-17 (2014).
Classification: U72 F32 D52
87
Jesse’s train. (English)
Teach. Child. Math. 20, No. 6, 346-349 (2014).
Classification: D82 F32 F42 D52
88
Squares on a checkerboard. (English)
Teach. Child. Math. 21, No. 2, 84-90 (2014).
Classification: D52 D82
89
Warning signs! (English)
Teach. Child. Math. 21, No. 2, 107-113 (2014).
Classification: D42 D52 C32 C72
90
Early mathematics fluency with CCSSM. (English)
Teach. Child. Math. 21, No. 1, 26-35 (2014).
Classification: D32 D42 D52
91
Becoming a leader: finding my voice. (English)
Teach. Child. Math. 21, No. 2, 100-106 (2014).
Classification: C29 D42 D52 D39
92
Relationships between visual static models and students’ written solutions to fraction tasks. (English)
Int. J. Math. Teach. Learn. 2014, 18 p., electronic only (2014).
Classification: F42 D72 D52 F92
93
Second-graders’ mathematical practices for solving fraction tasks. (English)
Investig. Math. Learn. 7, No. 1, 54-81 (2014).
Classification: F42 C32 D52
94
Problem posing with the multiplication table. (English)
J. Math. Educ. Teach. Coll. 5, No. 1, 47-50 (2014).
Classification: D52 F32
95
Incorporating the common core’s problem solving standard for mathematical practice into an early elementary inclusive classroom. (English)
J. Math. Educ. Teach. Coll. 5, No. 1, 41-46 (2014).
Classification: D52 C92
96
How many frogs are there? Observing childrens while estimating numbers. (Wie viele Frösche sind zu sehen? Kinder beim Schätzen von Anzahlen beobachten.) (German)
Grundsch. Math. 42, 34-39 (2014).
Classification: N22 F32 C32 D52 U62 D42
97
Exactly or approximately? Fourth-graders discuss the quality of approximations. (Genau oder ungefähr? Viertklässler diskutieren über die Qualität von Näherungswerten.) (German)
Grundsch. Math. 42, 30-33 (2014).
Classification: N22 F32 C32 C52 D52
98
The estimation task of the week. Discussing results and approaches after estimating. (Die Schätzaufgabe der Woche. Nach dem Schätzen Ergebnisse und Vorgehensweisen diskutieren.) (German)
Grundsch. Math. 42, 14-17 (2014).
Classification: N22 D52 C52 D32 D42 F22
99
Because it is larger than the black board. Learning to estimate the length in the meter range by means of knowledge bases. (Denn sie ist größer als die Tafel. Längen im Meterbereich mittels Stützpunkten schätzen lernen.) (German)
Grundsch. Math. 42, 18-21 (2014).
Classification: F72 N22 C32 D52
100

Result 81 to 100 of 984 total

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