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Today’s rates of change and stocks with the infinitesimal calculus of yesterday? A historically inspired contribution to avoid rash misinterpretations. (Änderungsraten und Bestände von heute mit dem Infinitesimalkalkül von gestern? Ein historisch inspirierter Beitrag zur Vermeidung vorschneller Fehlinterpretationen.) (German. English summary)
Math. Didact. 38, 302-333 (2015).
Classification: I40 A30 D30 D70 D80
81
Comprehensive treatment of a pupil with learning difficulties in mathematics coming from a less encouraging environment due to poverty. (Celostna obravnava učenca z matematičnimi učnimi težavami iz manj spodbudnega okolja zaradi revščine.) (Slovenian. English summary)
Mat. Šoli 21, No. 3-4, 17-25 (2015).
Classification: D70 C40 C90
82
Learning difficulties in mathematics: realization of the working concept of learning difficulties in primary school. (Učne težave pri matematiki: uresničevanje koncepta dela učne težave v osnovni šoli.) (Slovenian. English summary)
Mat. Šoli 21, No. 3-4, 3-16 (2015).
Classification: D70 C90
83
Error $\neq$ error. (Fehler $\neq$ Fehler.) (German)
Math. Lehren 32, No. 191, 2-8 (2015).
Classification: D70 Reviewer: Renate Stürmer (Zweibrücken)
84
Method-oriented cognitive style of problem solving and pupils with specific learning difficulties. (V metodo usmerjen kognitivni stil reševanja problemov in učenci s specifičnimi učnimi težavami.) (Slovenian. English summary)
Mat. Šoli 21, No. 3-4, 26-34 (2015).
Classification: D50 D70 C40
85
How do students share and refine models through dual modelling teaching: the case of students who do not solve independently. (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, 195-206 (2015).
Classification: M10 C40 D70 D40
86
How to teach word problems in mathematics. (Návrh metodiky výučby slovných úloh z matematiky.) (Slovak. English summary)
Obz. mat. fyz. inform. 44, No. 2, 23-32 (2015).
Classification: F90 D50 D70
87
“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
88
Affective transgression as the core objective of mathematics education. (English)
Philos. Math. Educ. J. 29, 14 p., electronic only (2015).
Classification: C20 C40 D70
89
Policy, research, identification and intervention for mathematics learning difficulties and dyscalculia. (English)
Equals 20, No. 1, 23-29 (2015).
Classification: A50 D70 C90 C40
90
Maximum and minimum problems in secondary school education. (English)
Teach. Math. Comput. Sci. 13, No. 1, 81-98 (2015).
Classification: N60 I40 D70
91
Proficiency of FPPI and objective numeracy in assessing breast cancer risk estimation. (English)
Learn. Individ. Differ. 43, 149-155 (2015).
Classification: K50 M60 D70
92
Learning from experience in nonlinear environments: evidence from a competition scenario. (English)
Cogn. Psychol. 81, 48-73 (2015).
Classification: K50 C30 D70
93
Continuous problem of function continuity. (English)
Learn. Math. 35, No. 1, 8-17 (2015).
Classification: I20 D70 E40
94
Teaching calculation of time intervals: comparing mathematics competence of students in Macau, Hong Kong and The Netherlands. (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, 211-242 (2015).
Classification: F70 D70
95
Transition from arithmetic to algebra in primary school education. (English)
Teach. Math. Comput. Sci. 13, No. 2, 225-248 (2015).
Classification: F30 H30 C30 D70
96
Handling errors as they arise in whole-class interactions. (English)
Res. Math. Educ. 17, No. 3, 183-197 (2015).
Classification: D70 C70
97
Scaffolding ‒ how can contingency lead to successful learning when dealing with errors? (English)
ZDM, Math. Educ. 47, No. 7, 1147-1159 (2015).
Classification: D70 D40 F90 D50
98
CAS-induced difficulties in learning mathematics? (English)
Learn. Math. 35, No. 1, 15-20 (2015).
Classification: D70 U70
99
Situating student errors: linguistic-to-algebra translation errors. (English)
Int. J. Math. Teach. Learn. 2015, 29 p., electronic only (2015).
Classification: D70 C50 E40
100

Result 81 to 100 of 987 total

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