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Observing calculation processes. (Rechenwege beobachten.) (German)
Grundschulzeitschrift 30, No. 292/293, 34-37 (2016).
Classification: F32 C72 D42
1
Inclusive promotion of giftedness: on the connection of individual encouragement and inclusion in primary education. (Inklusive Begabungsförderung: Zum Zusammenhang von individueller Förderung und Inklusion in der Grundschule.) (German)
Benölken, Ralf (ed.) et al., Individuelles Fördern im Kontext von Inklusion. Tagungsband aus Anlass des zehnjährigen Bestehens des Projektes ‘Mathe für kleine Asse’ und des einjährigen Jubiläums des Projektes ‘MaKosi’. Münster: WTM-Verlag (ISBN 978-3-95987-001-6/pbk). Schriften zur Mathematischen Begabungsforschung 8, 93-113 (2016).
Classification: C92 C42 C72
2
Mathematics teacher’s language practices in a grade 4 multilingual class. (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). 211-225 (2016).
Classification: C52 C72
3
Responding to children’s mathematical thinking in the moment: an emerging framework of teaching moves. (English)
ZDM, Math. Educ. 48, No. 1-2, 185-197 (2016).
Classification: D42 D43 C32 C33 C72 C73 F42 F43
4
Stimulating productive mathematical noticing: developing a framework for exploring the affordances of task and talk. (English)
Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 35, No. 1. Proceedings of the day conference, St. Patrick’s College, Dublin, Ireland, February 28, 2015. London: British Society for Research into Learning Mathematics (BSRLM). 13-18 (2015).
Classification: C22 C32 C72 D22
5
An analysis of teacher effects on fourth-grade students’ attitudes toward mathematics based on TIMSS 2011 results. (Korean. English summary)
J. Korean Soc. Math. Educ., Ser. A, Math. Educ. 54, No. 2, 195-206 (2015).
Classification: C22 C72 D42
6
Starting with a solved problem. Discovering the method of written multiplication on your own. (Einstieg mit gelöster Aufgabe. Das Verfahren der schriftlichen Multiplikation selbst entdecken.) (German)
Grundsch. Math. 46, 26-28 (2015).
Classification: F32 D42 C72 C52
7
Complex listening: supporting students to listen as mathematical sense-makers. (English)
Math. Think. Learn. 17, No. 4, 296-326 (2015).
Classification: C52 C72 D42
8
Scaffolding norms of argumentation-based inquiry in a primary mathematics classroom. (English)
ZDM, Math. Educ. 47, No. 7, 1107-1120 (2015).
Classification: D42 C72 C62
9
Scaffolding for mathematics teaching in inclusive primary classrooms: a video study. (English)
ZDM, Math. Educ. 47, No. 7, 1079-1092 (2015).
Classification: D42 C72 C62 C42
10
A large-scale video survey on Taiwanese fourth-grade classrooms of mathematical teaching behaviors. (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, 373-407 (2015).
Classification: C72 C49
11
Methods for reconstructing processes of argumentation and participation in primary mathematics classroom interaction. (English)
Bikner-Ahsbahs, Angelika (ed.) et al., Approaches to qualitative research in mathematics education. Examples of methodology and methods. Dordrecht: Springer (ISBN 978-94-017-9180-9/hbk; 978-94-017-9181-6/ebook). Advances in Mathematics Education, 51-74 (2015).
Classification: D20 C72
12
Socio-professional inclusion and student communities. To the didactisation of peer support in the beginning of primary school. (Sociofaglig inklusion og elevfællesskaber. Til didaktiseringen af kammerathjælp i matematikundervisning på folkeskolens begyndertrin.) (Danish. English summary)
Nord. Mat.didakt. 20, No. 2, 27-52 (2015).
Classification: C72 C32 C62
13
The culture of the mathematics classroom during the first school years in Finland and Sweden. (English)
Perry, Bob (ed.) et al., Mathematics and transition to school. International perspectives. Singapore: Springer (ISBN 978-981-287-214-2/hbk; 978-981-287-215-9/ebook). Early Mathematics Learning and Development, 185-198 (2015).
Classification: C72 D32
14
Contest corner: increasing classroom discourse and computational fluency through Number Talks. (English)
Ohio J. Sch. Math. 71, 38-41 (2015).
Classification: D42 C72
15
Statement of retraction: “Young students’ drawings reveal perceptions of mathematics class in Finland and the USA”. (English)
Res. Math. Educ. 17, No. 1, 70 (2015).
Classification: C22 C72
16
Capturing diversity in the classroom: uncovering patterns of difficulty with simple addition. (English)
Bishop, Alan (ed.) et al., Diversity in mathematics education. Towards inclusive practices. Cham: Springer (ISBN 978-3-319-05977-8/hbk; 978-3-319-05978-5/ebook). Mathematics Education Library, 219-237 (2015).
Classification: F32 C32 D72 D42 C72
17
From problem posing to posing problems via explicit mediation in grades 4 and 5. (English)
Singer, Florence Mihaela (ed.) et al., Mathematical problem posing. From research to effective practice. New York, NY: Springer (ISBN 978-1-4614-6257-6/hbk; 978-1-4614-6258-3/ebook). Research in Mathematics Education, 195-213 (2014).
Classification: D52 D53 D42 D43 C72 C73
18
Whisper maths. (English)
Math. Teach. (Derby) 238, 28-30 (2014).
Classification: C52 C72 D42 D72
19
Launching a discourse-rich mathematics lesson. (English)
Teach. Child. Math. 21, No. 5, 276-281 (2014).
Classification: D42 C72 C52
20
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