History
1
1309


Help on query formulation

Result 21 to 40 of 1309 total

A framework for proofs and refutations in school mathematics: increasing content by deductive guessing. (English)
Educ. Stud. Math. 92, No. 2, 147-162 (2016).
Classification: E50
21
Axiomatic thinking and working in teaching mathematics. (Axiomatisches Denken und Arbeiten im Mathematikunterricht.) (German. English summary)
J. Math.-Didakt. 37, No. 1, 181-208 (2016).
Classification: E40 E50 C30 K50 D30 A30
22
The problem of certainty in mathematics. (English)
Educ. Stud. Math. 92, No. 3, 379-393 (2016).
Classification: E20 D20 C20 E50
23
Mathematical reasoning requirements in Swedish national physics tests. (English)
Int. J. Sci. Math. Educ. 14, No. 6, 1133-1152 (2016).
Classification: D60 M50 E50
24
The appeal of errors ‒ infinite chocolate does not exist. (Der Reiz der Fehler ‒ unendlich Schokolade gibt es nicht.) (German)
Mathematikunterricht 62, No. 3, 41-47 (2016).
Classification: D50 D70 E50 G30 F60
25
Developing mathematical reasoning in English second-language classrooms based on dialogic practices. A case study. (English)
Halai, Anjum (ed.) et al., Teaching and learning mathematics in multilingual classrooms. Issues for policy, practice and teacher education. Rotterdam: Sense Publishers (ISBN 978-94-6300-228-8/hbk; 978-94-6300-227-1/pbk; 978-94-6300-229-5/ebook). 195-209 (2016).
Classification: C50 E50 C60 D40
26
Tell me why! Content knowledge predicts process-orientation of math researchers’ and math teachers’ explanations. (English)
Instr. Sci. 44, No. 3, 221-242 (2016).
Classification: C30 E50
27
The status of proving among US secondary mathematics teachers. (English)
Int. J. Sci. Math. Educ. 14, No. 6, 1113-1131 (2016).
Classification: C29 E50 D30
28
Errors and fallacies by famous ‒ and less famous ‒ mathematicians. (Fehler und Irrtümer berühmter ‒ und weniger berühmter ‒ Mathematiker.) (German)
Mathematikunterricht 62, No. 3, 48-64 (2016).
Classification: A30 E20 E50 D70
29
Visualising cubic reasoning with semiotic resources and modeling cycles. (English)
Saénz-Ludlow, Adalira (ed.) et al., Semiotics as a tool for learning mathematics. How to describe the construction, visualisation, and communication of mathematical concepts. Rotterdam: Sense Publishers (ISBN 978-94-6300-336-0/hbk; 978-94-6300-335-3/pbk; 978-94-6300-337-7/ebook). Semiotic Perspectives in the Teaching and Learning of Mathematics Series 3, 89-109 (2016).
Classification: U60 E50 G30 M60 M50
30
Geometry, a means of argumentation. (English)
Saénz-Ludlow, Adalira (ed.) et al., Semiotics as a tool for learning mathematics. How to describe the construction, visualisation, and communication of mathematical concepts. Rotterdam: Sense Publishers (ISBN 978-94-6300-336-0/hbk; 978-94-6300-335-3/pbk; 978-94-6300-337-7/ebook). Semiotic Perspectives in the Teaching and Learning of Mathematics Series 3, 25-42 (2016).
Classification: G40 E50 E40 A30
31
Proving in the elementary mathematics classroom. (English)
Oxford: Oxford University Press (ISBN 978-0-19-872306-6/hbk). 208~p. (2016).
Classification: E50
32
An analysis of teacher’s knowledge about reductio ad absurdum ‒ focused on ‘subject matter knowledge’ and ‘knowledge of students’ understanding’. (Korean. English summary)
J. Korean Soc. Math. Educ., Ser. A, Math. Educ. 55, No. 1, 91-106 (2016).
Classification: E50 C39
33
Abduction in proving. (English)
Saénz-Ludlow, Adalira (ed.) et al., Semiotics as a tool for learning mathematics. How to describe the construction, visualisation, and communication of mathematical concepts. Rotterdam: Sense Publishers (ISBN 978-94-6300-336-0/hbk; 978-94-6300-335-3/pbk; 978-94-6300-337-7/ebook). Semiotic Perspectives in the Teaching and Learning of Mathematics Series 3, 155-179 (2016).
Classification: E50 G40 E40
34
Variation of student numerical and figural reasoning approaches by pattern generalization type, strategy use and grade level. (English)
Int. J. Math. Educ. Sci. Technol. 47, No. 2, 197-215 (2016).
Classification: E50 H20
35
The importance of abductive reasoning in mathematical problem solving. (English)
Saénz-Ludlow, Adalira (ed.) et al., Semiotics as a tool for learning mathematics. How to describe the construction, visualisation, and communication of mathematical concepts. Rotterdam: Sense Publishers (ISBN 978-94-6300-336-0/hbk; 978-94-6300-335-3/pbk; 978-94-6300-337-7/ebook). Semiotic Perspectives in the Teaching and Learning of Mathematics Series 3, 209-225 (2016).
Classification: D50 E50 E40 K20
36
The nature of argumentation in school mathematics and physics texts: the case of periodicity. (English)
Int. J. Sci. Math. Educ. 14, No. 4, 681-699 (2016).
Classification: U20 E50 M50 I20
37
Constants in change. (Unveränderliche in der Veränderung.) (German)
Monoid 36, No. 125, 12-19 (2016).
Classification: G50 H70 E50 N70 I90
38
Prospective teachers’ conceptions of proof comprehension: revisiting a proof of the Pythagorean theorem. (English)
Int. J. Sci. Math. Educ. 14, No. 4, 777-803 (2016).
Classification: E50 C30 G40
39
When does an argument use a generic example? (English)
Educ. Stud. Math. 91, No. 1, 37-53 (2016).
Classification: E50
40

Result 21 to 40 of 1309 total

Valid XHTML 1.0 Transitional Valid CSS!