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Patterns and repeating ornaments in language-sensible instruction. Detecting and justifying patterns and structures. (Muster und Bandornamente im sprachsensiblen Unterricht. Erkennen, Beschreiben und Begründen von Mustern und Strukturen.) (German)
Grundschulmagazin 84, No. 1, 12-17 (2016).
Classification: G20 E50 C50
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Focus on creativity ‒ literacy ‒ numeracy. (English)
Czarnocha, Bronislaw (ed.) et al., The creative enterprise of mathematics teaching research. Elements of methodology and practice ‒ from teachers to teachers. Rotterdam: Sense Publishers (ISBN 978-94-6300-548-7/hbk; 978-94-6300-547-0/pbk; 978-94-6300-549-4/ebook). 75-93 (2016).
Classification: E40 C50
2
Examining the impact of writing and literacy connections on mathematics learning. (English)
Investig. Math. Learn. 8, No. 3, 59-74 (2016).
Classification: D40 C50 D50
3
Erratum to: “Supporting students with disabilities and limited English proficiency: STEM educator professional development participation and perceived utility". (English)
Int. J. STEM Educ. 3, No. 1, Paper No. 2, 2 p., electronic only (2016).
Classification: D39 C29 C50 C40
4
Connecting the dots: the development of discourse in the reformed secondary mathematics classrooms in China. (English)
Far East J. Math. Educ. 16, No. 1, 57-68 (2016).
Classification: C70 C50 D40
5
Creating words in mathematics. (English)
Aust. Math. Teach. 72, No. 1, 20-29 (2016).
Classification: C50 F90
6
Proof and rhetoric: the structure and origin of proof ‒ from ancient Greece to Abraham Lincoln’s speech in defence of the union and Paul Keating’s Mabo speech. (English)
Aust. Sr. Math. J. 30, No. 1, 45-54 (2016).
Classification: C50 E50
7
Create a responsive learning community for ELLs. (English)
Math. Teach. (Reston) 109, No. 7, 534-540 (2016).
Classification: C50 C60
8
Coherence and cohesion in mathematical examination texts of Turkish-German speaking students. A multiperspective survey. (Kohäsion und Kohärenz in mathematischen Prüfungstexten türkisch-deutschsprachiger Schülerinnen und Schüler. Eine multiperspektivische Untersuchung.) (German)
Mehrsprachigkeit 43. Münster: Waxmann; Duisburg-Essen: Univ. Duisburg-Essen (Diss. 2014) (ISBN 978-3-8309-3394-6/pbk). 242~p. (2016).
Classification: C50 D60 D70
9
Fostering conceptions of space with reconstruction dialogues. Cooperative working in mathematics instruction. (Raumvorstellung fördern mit Rekonstruktions-Dialogen. Kooperatives Arbeiten im Mathematikunterricht.) (German)
Grundschulmagazin 84, No. 1, 7-11 (2016).
Classification: C50 C60 D40 G20 G40
10
Gesture and rhythm in the generalization of patterns. (El gesto y el ritmo en la generalización de patrones.) (Spanish)
Uno 22, No. 73, 23-31 (2016).
Classification: C50 H20
11
Didactic, semantic and metaphors: analysis of languages in a geometry class. (Didactique, sémantique et métaphores: analyse de langages en classe de géométrie.) (French. English summary)
Ann. Didact. Sci. Cogn. 21, 39-78 (2016).
Classification: C50 G40
12
The role of semiotic resources when reading and solving mathematics tasks. (English)
Nord. Mat.didakt. 21, No. 3, 51-72 (2016).
Classification: C50 D50
13
Pre-service teachers’ conceptions of effective teacher talk: their critical reflections on a sample teacher-student dialogue. (English)
Educ. Stud. Math. 93, No. 3, 363-381 (2016).
Classification: C50 C29
14
Bilingual education in Peru: evidence on how Quechua-medium education affects indigenous children’s academic achievement. (English)
Econ. Educ. Rev. 53, 116-132 (2016).
Classification: C50 C30 C60
15
Algebra/English as a second language (ESL) teaching experiment. (English)
Czarnocha, Bronislaw (ed.) et al., The creative enterprise of mathematics teaching research. Elements of methodology and practice ‒ from teachers to teachers. Rotterdam: Sense Publishers (ISBN 978-94-6300-548-7/hbk; 978-94-6300-547-0/pbk; 978-94-6300-549-4/ebook). 455-473 (2016).
Classification: C50 E40 D20
16
Geometry students’ self-determination and their engagement in mathematical whole class discussion. (English)
Investig. Math. Learn. 8, No. 2, 17-36 (2016).
Classification: C20 C50 D40 C70
17
Generalizing screen inferiority ‒ does the medium, screen versus paper, affect performance even with brief tasks? (English)
Metacogn. Learn. 11, No. 1, 15-33 (2016).
Classification: U70 C30 C50
18
Tools for assessing readability of statistics teaching materials. (English)
J. Comput. Math. Sci. Teach. 35, No. 2, 153-171 (2016).
Classification: U20 C50 K10
19
Dissociation between exact and approximate addition in developmental dyslexia. (English)
Res. Dev. Disabil. 56, 139-152 (2016).
Classification: F30 F20 C50 C40 C30
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