History
1
1680


Help on query formulation

Result 81 to 100 of 1680 total

Assessments that promote collaborative learning. (English)
Math. Teach. (Reston) 109, No. 4, 298-304 (2015).
Classification: D60 D40 C70
81
Formative questioning in computer learning environments: a course for pre-service mathematics teachers. (English)
Int. J. Math. Educ. Sci. Technol. 46, No. 8, 1096-1115 (2015).
Classification: D60 U70 D39
82
Analysis of mathematics preservice teachers’ mathematical content knowledge based on PISA 2012 items. (Korean. English summary)
J. Korean Soc. Math. Educ., Ser. A, Math. Educ. 54, No. 3, 207-222 (2015).
Classification: C49 C39 D60
83
An approach to assessing students’ competences developed through math research. (English)
Rogerson, Alan (ed.), The mathematics education for the future project. Proceedings of the 13th international conference ‘Mathematics education in a connected world’, Catania, Sicily, Italy, September 16‒21, 2015. Münster: WTM-Verlag (ISBN 978-3-942197-44-1/pbk; 978-3-942197-86-1/ebook). Conference Proceedings in Mathematics Education 1, 421-430 (2015).
Classification: C30 D60 B60
84
The effect of teacher trainings on teachers’ expertise concerning formative assessment in competency-oriented mathematics. (Wirkung von Lehrerfortbildungen auf Expertise von Lehrkräften zu formativem Assessment im kompetenzorientierten Mathematikunterricht.) (German. English summary)
Z. Entwicklungspsychol. Pädagog. Psychol. 47, No. 2, 110-122 (2015).
Classification: B50 D60 D39 D40
85
Learning to learn together with CSCL tools. (English)
Int. J. Comput.-Support. Collab. Learn. 10, No. 3, 239-271 (2015).
Classification: U70 U50 D60 C70
86
Developing a mathematics instructional practice survey: considerations and evidence. (English)
Math. Teach. Educ. 4, No. 1, 93-118 (2015).
Classification: D60 D39
87
Enhancing teachers’ assessment of mathematical processes through test analysis in university courses. (English)
Math. Teach. Educ. 4, No. 1, 71-92 (2015).
Classification: D60 D39
88
Assessing difficulty level in mathematical problem solving in informal online environments. Case of the CASMI community. (English)
Sullenger, Karen S. (ed.) et al., New ground. Pushing the boundaries of studying informal learning in science, mathematics, and technology. With a foreword by Jrène Rahm. Rotterdam: Sense Publishers (ISBN 978-94-6300-021-5/hbk; 978-94-6300-020-8/pbk; 978-94-6300-022-2/ebook). Bold Visions in Educational Research 46, 129-152 (2015).
Classification: D60 U50 D50
89
How can technology support effectively formative assessment practices? A preliminary study. (English)
Amado, Nélia (ed.) et al., Proceedings of the 12th international conference on technology in mathematics teaching, ICTMT 12. Faro: University of Algarve (ISBN 978-989-8472-68-7). 293-302 (2015).
Classification: D60 U70
90
Improving progress through formative assessment in science and mathematics education (FASMED). (English)
Amado, Nélia (ed.) et al., Proceedings of the 12th international conference on technology in mathematics teaching, ICTMT 12. Faro: University of Algarve (ISBN 978-989-8472-68-7). 170-178 (2015).
Classification: D60 U70
91
Using spreadsheets to develop applied skills in a business math course: student feedback and perceived learning. (English)
Spreadsheets Educ. 8, No. 3, 18 p., electronic only (2015).
Classification: M40 U70 D60 C20 U50
92
Evaluating two models of collaborative tests in an online introductory statistics course. (English)
Stat. Educ. Res. J. 14, No. 1, 36-59, electronic only (2015).
Classification: D60 U50 C70 C50
93
How to support teachers to give feedback to modelling tasks effectively? Results from a teacher-training-study in the $\text{CO}^{2}\text{CA}$ project. (English)
Stillman, Gloria Ann (ed.) et al., Mathematical modelling in education research and practice. Cultural, social and cognitive influences. Cham: Springer (ISBN 978-3-319-18271-1/hbk; 978-3-319-18272-8/ebook). International Perspectives on the Teaching and Learning of Mathematical Modelling, 151-160 (2015).
Classification: D60 M10 D39
94
Using InkSurvey with pen-enabled mobile devices for real-time formative assessment. II: Indications of effectiveness in diverse educational environments. (English)
Hammond, Tracy (ed.) et al., The impact of pen and touch technology on education. Cham: Springer (ISBN 978-3-319-15593-7/hbk; 978-3-319-15594-4/ebook). Human-Computer Interaction Series, 307-314 (2015).
Classification: D60 U70 C30 C20
95
Using InkSurvey with pen-enabled mobile devices for real-time formative assessment.I: Applications in diverse educational environments. (English)
Hammond, Tracy (ed.) et al., The impact of pen and touch technology on education. Cham: Springer (ISBN 978-3-319-15593-7/hbk; 978-3-319-15594-4/ebook). Human-Computer Interaction Series, 297-305 (2015).
Classification: D60 U70
96
Considering the whole learning process. Instruments are strengthening students’ self-efficacy and providing feedback to teachers. (Den gesamten Lernprozess im Blick. Instrumente stärken die Schülerselbstwirksamkeit und geben Lehrkräften ein Feedback.) (German)
PM Prax. Math. Sch. 57, No. 63, 24-31 (2015).
Classification: D60 D40 C20 C30
97
“Cheat sheets permitted". Opportunities and possibilities through allowing the forbidden. (“Spickzettel erlaubt". Chancen und Möglichkeiten durch Zulassen des Verbotenen.) (German)
PM Prax. Math. Sch. 57, No. 63, 18-23 (2015).
Classification: D60 D70 C20
98
Competence-oriented design of written tests. An example from analytic geometry. (Kompetenzorientierte Gestaltung von Klausuren. Ein Beispiel aus der Analytischen Geometrie.) (German)
PM Prax. Math. Sch. 57, No. 63, 12-17 (2015).
Classification: D60 G70 D50 D30
99
Class tests ‒ analysing, designing, evaluating. (Klassenarbeiten ‒ analysieren, gestalten, auswerten.) (German)
PM Prax. Math. Sch. 57, No. 63, 2-11 (2015).
Classification: D60 D50
100

Result 81 to 100 of 1680 total

Valid XHTML 1.0 Transitional Valid CSS!