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They’ll need it for calculus. (English)
Math. Teach. Middle Sch. 20, No. 5, 260-265 (2014).
Classification: D23 I23
1
Low test model fit and teacher rater bias ‒ results from a state-wide administered large-scale assessment of competencies. (Niedrige Testmodellpassung als Resultat mangelnder Auswertungsobjektivität bei der Kodierung landesweiter Vergleichsarbeiten durch Lehrkräfte.) (German. English summary)
J. Math.-Didakt. 35, No. 1, 79-99 (2014).
Classification: D63 D23
2
Statistical processing of the test results of grade 7 students of the KEGA 015 UKF-4/2012 project. (Štatistické spracovanie výsledkov výstupného testu pre 7. Ročník zš projektu KEGA 015 UKF-4/2012.) (Slovak. English summary)
Šedivý, Ondrej (ed.) et al., Acta Mathematica 16. Zborník príspevkov z XI. nitrianskej matematickej konferencie. Nitra: Constantine The Philosopher University in Nitra, Faculty of Natural Sciences (ISBN 978-80-558-0365-4). Prírodovedec 532, 124-130 (2013).
Classification: D23 D63
3
Focus-based constructive interaction. (English)
Suthers, Daniel D. (ed.) et al., Productive multivocality in the analysis of group interactions. New York, NY: Springer (ISBN 978-1-4614-8959-7/hbk; 978-1-4614-8960-3/ebook). Computer-Supported Collaborative Learning 15, 103-122 (2013).
Classification: D23 F43 U63 C33
4
Between basic knowledge and application: mathematical competence in international comparison. (Zwischen Grundlagenwissen und Anwendungsbezug: Mathematische Kompetenz im internationalen Vergleich.) (German)
Prenzel, Manfred (ed.) et al., PISA 2012. Fortschritte und Herausforderungen in Deutschland. Münster: Waxmann (ISBN 978-3-8309-3001-3/pbk). 47-97 (2013).
Classification: C33 D63 D23 D33
5
Reliability of anticipated solution rates in class-related feedback of comparative tests. (Verlässlichkeit erwarteter Lösungsquoten in klassenbezogenen Rückmeldungen von Vergleichsarbeiten.) (German. English summary)
Empir. Pädagog. 27, No. 2, 226-242 (2013).
Classification: D23 D63
6
Development and application of a two-tier diagnostic instrument to assess middle-years students’ proportional reasoning. (English)
Math. Educ. Res. J. 25, No. 4, 523-545 (2013).
Classification: F83 E53 D23
7
Not using explicit model assumptions ‒ is this a solution? Analysis of performance data and its limitations. (Verzicht auf explizite Modellannahmen ‒ ist das die Lösung? Zur Diskussion von Grenzen der Analyse von Leistungsdaten.) (German. English summary)
J. Math.-Didakt. 34, No. 2, 265-272 (2013).
Classification: D63 D23
8
Structuring competencies of mathematically gifted students in grade 6 and grade 7. Theoretical foundations and empirical investigations on levels and approaches. (Strukturierungskompetenzen mathematisch begabter Sechs- und Siebtklässler. Theoretische Grundlegung und empirische Untersuchungen zu Niveaus und Herangehensweisen.) (German)
Schriften zur Mathematischen Begabungsforschung 5. Münster: WTM-Verlag (ISBN 978-3-942197-32-8/pbk). 293~p. (2013).
Classification: C43 C33 D23 A70
9
“If I had to pick any subject, it wouldn’t be maths": foundations for engagement with mathematics during the middle years. (English)
Math. Educ. Res. J. 25, No. 4, 569-587 (2013).
Classification: C23 C63 D23
10
A proposal to the construction of textbook contents of fraction division connected to a problem context. (Korean. English summary)
J. Korean Soc. Math. Educ., Ser. A, Math. Educ. 52, No. 2, 217-230 (2013).
Classification: D43 F43 D23
11
SimCalc at scale: three studies examine the integration of technology, curriculum, and professional development for advancing middle school mathematics. (English)
Hegedus, Stephen J. (ed.) et al., The SimCalc vision and contributions. Democratizing access to important mathematics. Dordrecht: Springer (ISBN 978-94-007-5695-3/hbk; 978-94-007-5696-0/ebook). Advances in Mathematics Education, 125-143 (2013).
Classification: U53 D23 D33 C63 B50
12
How do elementary textbooks address fractions? A review of mathematics textbooks in the USA, Japan, and Kuwait. (English)
Educ. Stud. Math. 79, No. 2, 239-261 (2012).
Classification: U23 F43 D23
13
Spontaneous meta-arithmetics as the first step toward school algebra. (English. Spanish summary)
PNA 6, No. 2, 61-71 (2012).
Classification: C33 H23 D23
14
Learners’ level of understanding of the inclusion relations of quadrilaterals and prototype phenomenon. (English)
J. Math. Behav. 31, No. 1, 60-72 (2012).
Classification: C33 D23 G43
15
History of mathematics and mathematics research in secondary education. Some basics and examples for the class. (Historia de las matemáticas e investigaciones matemáticas en secundaria. Algunos fundamentos y ejemplos para la clase.) (Spanish. English summary)
Epsilon (Puerto Real) 28, No. 77, 133-151 (2011).
Classification: A30 D23 D24 D33 D34
16
Estonia in PISA 2009, an international comparative survey of student performance in science, mathematics and reading. (Eesti rahvusvahelises loodusainete, matemaatika ja lugemisoskuse võrdlusuuringus PISA 2009.) (Estonian. English summary)
Koolimatemaatika, No. 38, 65-73 (2011).
Classification: D23 D63 Reviewer: Katrin Kokk (Tartu)
17
Re-examining test item issues in the TIMSS mathematics and science assessments. (English)
Sch. Sci. Math. 111, No. 7, 334-344 (2011).
Classification: C83 D63 D23 D53
18
Equations between meaning and syntax. (Le equazioni tra significato e sintassi.) (Italian. English summary)
Boll. Docenti Mat., No. 63, 45-61 (2011).
Classification: H33 D23 C33
19
The continuity of the teaching of geometry between primary and lower secondary school. (La continuità dell’insegnamento della geometria tra scuola elementare e scuola media. La realtà vista con gli occhi degli insegnanti.) (Italian. English summary)
Boll. Docenti Mat., No. 63, 27-44 (2011).
Classification: G12 G13 D42 D43 D22 D23
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