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Result 41 to 60 of 747 total

Geometrical conceptions and the understanding of fraction as a part of the whole. (Geometrické predstavy a chápanie zlomku ako časti celku.) (Slovak. English summary)
Stud. Sci. Fac. Paedagog. 15, No. 4, 179-183 (2016).
Classification: F40 C30
41
When does $1/2 = 1/3$?: modelling with wet fractions. (English)
Aust. Math. Teach. 71, No. 1, 36-40 (2015).
Classification: F40 M50
42
Using technology effectively to teach about fractions. (English)
Aust. Prim. Math. Classr. 20, No. 4, 19-25 (2015).
Classification: F40 U70
43
How a Singapore teacher used videos to help improve her teaching of the part-whole concept of numbers and the model method. (English)
Ng, Swee Fong (ed.), Cases of mathematics professional development in East Asian countries. Using video to support grounded analysis. Singapore: Springer (ISBN 978-981-287-404-7/hbk; 978-981-287-405-4/ebook). Mathematics Teacher Education 10, 61-82 (2015).
Classification: U89 D49 F40
44
Fractions on the slope. II. (Breuken op de helling. II.) (Dutch)
Euclides 90, No. 6, 13-16 (2015).
Classification: F40
45
Fractions on the slope. I. (Breuken op de helling. I.) (Dutch)
Euclides 90, No. 5, 11-15 (2015).
Classification: F40
46
An alternative starting point for fraction instruction. (English)
Int. J. Math. Teach. Learn. 2015, 28 p. (2015).
Classification: F40
47
Unpacking referent units in fraction operations. (English)
Teach. Child. Math. 22, No. 4, 240-247 (2015).
Classification: F40
48
Making fractions meaningful. (English)
Teach. Child. Math. 22, No. 4, 230-238 (2015).
Classification: F40 U80
49
5 indicators of decimal understandings. (English)
Teach. Child. Math. 22, No. 3, 186-195 (2015).
Classification: F40
50
Unpacking the division interpretation of a fraction. (English)
Teach. Child. Math. 22, No. 3, 178-185 (2015).
Classification: F40
51
Units matter. (English)
Teach. Child. Math. 22, No. 3, 170-176 (2015).
Classification: F40
52
Unwrapping students’ ideas about fractions. (English)
Teach. Child. Math. 22, No. 3, 158-168 (2015).
Classification: F40
53
Iteration: unit fraction knowledge and the French fry tasks. (English)
Teach. Child. Math. 22, No. 3, 148-157 (2015).
Classification: F40
54
Engaging students with multiple models of fractions. (English)
Teach. Child. Math. 22, No. 3, 138-147 (2015).
Classification: F40
55
Representing numbers as continued fractions and an N-spire.tns document to do some basic continued fraction arithmetic. (English)
Int. J. Technol. Math. Educ. 22, No. 3, 131-136 (2015).
Classification: F40 F60 U70
56
Teaching of real numbers by using the Archimedes-Cantor approach and computer algebra systems. (English)
Int. J. Math. Educ. Sci. Technol. 46, No. 8, 1116-1129 (2015).
Classification: F40 U70
57
Decimal fractions in school mathematics in Great Britain and North America, 1667-1887. (English)
Bjarnadóttir, Kristín (ed.) et al., “Dig where you stand" 3. Proceedings of the third international conference on the history of mathematics education, Uppsala University, Sweden, September 25‒28, 2013. Uppsala: Uppsala University, Department of Education (ISBN 978-91-506-2444-1). 169-186 (2015).
Classification: A30 F40 U20
58
Integration in the curriculum as a factor in math-game effectiveness. (English)
Torbeyns, Joke (ed.) et al., Describing and studying domain-specific serious games. Cham: Springer (ISBN 978-3-319-20275-4/hbk; 978-3-319-20276-1/ebook). Advances in Game-Based Learning, 133-153 (2015).
Classification: U70 D30 F40 A20 R80
59
“Zeldenrust”: a mathematical game-based learning environment for prevocational students. (English)
Torbeyns, Joke (ed.) et al., Describing and studying domain-specific serious games. Cham: Springer (ISBN 978-3-319-20275-4/hbk; 978-3-319-20276-1/ebook). Advances in Game-Based Learning, 63-81 (2015).
Classification: U70 F90 F40 A20 R80
60

Result 41 to 60 of 747 total

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