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Probability in primary education. From what should be taught to what is really taught. (La probabilidad en educación primaria. De lo que debería enseñarse a lo que se enseña.) (Spanish)
Uno 22, No. 71, 46-52 (2016).
Classification: K53 K54 D33 D34
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Algebraisation, geometrisation and encapsulation ‒ global ideas in teaching vectors and analytical geometry. (Algebraisierung, Geometrisierung und Kapselung ‒ Globale Ideen bei den Vektoren im Unterricht zur Analytischen Geometrie.) (German)
Mathematikunterricht 62, No. 4, 4-14 (2016).
Classification: G74 H64 D34 E44
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A-level examination problems and competence. (Abituraufgaben und Kompetenz.) (German)
Mitt. Dtsch. Math.-Ver. 24, No. 3, 170-173 (2016).
Classification: D64 D34 M14
3
Mathematics between school and university. Designing the transition to an ESTEM study ‒ results of a symposium, Esslingen, Germany, February 9‒11, 2015. (Mathematik zwischen Schule und Hochschule. Den Übergang zu einem WiMINT-Studium gestalten ‒ Ergebnisse einer Fachtagung, Esslingen 2015.) (German)
Wiesbaden: Springer Spektrum (ISBN 978-3-658-08942-9/pbk; 978-3-658-08943-6/ebook). xiv, 234~p. (2016).
Classification: A60 D15 D34
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Discussion about a final examination problem in times of educational standards. (Diskussion einer Abituraufgabe in Zeiten der Bildungsstandards.) (German)
Stoch. Sch. 36, No. 2, 17-19 (2016).
Classification: K14 D54 D34 D64
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How to compare the requirements of mathematical exams? The A levels in England, Wales and Northern Ireland. (Wie vergleicht man den Anspruch mathematischer Prüfungen? Die A levels in England, Wales und Nordirland.) (German)
Mitt. Dtsch. Math.-Ver. 24, No. 2, 100-103 (2016).
Classification: D64 D34
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Competence orientation and minimum requirements. (Kompetenzorientierung und Mindestanforderungen.) (German)
Mitt. Dtsch. Math.-Ver. 24, No. 1, 30-32 (2016).
Classification: D34 B24
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Illustrative approaches to calculus with old and new tools. (Anschauliche Zugänge zur Analysis mit alten und neuen Werkzeugen.) (German)
Mathematikunterricht 62, No. 1, 26-34 (2016).
Classification: U74 I44 I54 D34
8
Comprehension-oriented investigation of functions ‒ dynamic reflections on the volume of truncated cones. (Verständnisorientierte Funktionsuntersuchungen ‒ dynamische Betrachtungen zum Kegelstumpfvolumen.) (German)
Mathematikunterricht 62, No. 1, 46-54 (2016).
Classification: I44 D34 U74
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From actual numbers to change and back ‒ understanding calculus. (Vom Bestand zur Änderung und zurück ‒ Analysis verstehen.) (German)
Mathematikunterricht 62, No. 1, 35-45 (2016).
Classification: I44 I54 D34 U74
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Using real-life context to mediate mathematics teaching and learning. (English)
Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 35, No. 2. Proceedings of the day conference, Durham University, UK, June 6, 2015. London: British Society for Research into Learning Mathematics (BSRLM). 58-63 (2015).
Classification: D44 D34 C34 D54
11
Raising girls’ participation in A-level mathematics: initial findings from ‘good practice’ case studies. (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). 72-77 (2015).
Classification: C64 D34
12
When more indeed leads to more. Compensation effects in mathematics in vocational upper secondary schools. (Wenn “mehr” tatsächlich zu “mehr” führt. Kompensationseffekte im Fach Mathematik am beruflichen Gymnasium.) (German. English summary)
Unterrichtswissenschaft 43, No. 4, 374-378 (2015).
Classification: C34 D34 D44
13
Students’ perceptions of A-level further mathematics as preparation for undergraduate mathematics. (English)
Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 35, No. 2. Proceedings of the day conference, Durham University, UK, June 6, 2015. London: British Society for Research into Learning Mathematics (BSRLM). 13-18 (2015).
Classification: C24 D34
14
“People can go against the government”: risk-based decision making and high school students’ concepts of society. (English. French summary)
Can. J. Sci. Math. Technol. Educ. 15, No. 3, 276-288 (2015).
Classification: K74 D34 K84 K94
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A STEM initiative for grammar school. III: Deeper general knowlege in STEM disciplines. (Une initiative MINT pour le gymnase. III: Une culture générale MINT approfondie.) (French)
Gymn. Helv. 69, No. 2, 10-13 (2015).
Classification: D33 D34
16
A STEM initiative for grammar school. III: Deeper general knowlege in STEM disciplines. (Eine MINT-Initiative für das Gymnasium. III: Vertiefte MINT-Allgemeinbildung.) (German)
Gymn. Helv. 69, No. 2, 6-9 (2015).
Classification: D33 D34
17
Using technology to pair cognitive demand of tasks to its appropriate community in a math classroom. (English)
Hammond, Tracy (ed.) et al., The impact of pen and touch technology on education. Cham: Springer (ISBN 978-3-319-15593-7/hbk; 978-3-319-15594-4/ebook). Human-Computer Interaction Series, 209-213 (2015).
Classification: U74 D34 D44
18
The role of textbooks in Finnish upper secondary school mathematics: theory, examples and exercises. (English)
Nord. Mat.didakt. 20, No. 3-4, 157-178 (2015).
Classification: U24 D34 D44
19
Mathematical modellers’ opinions on mathematical modelling in upper secondary education. (English)
Stillman, Gloria Ann (ed.) et al., Mathematical modelling in education research and practice. Cultural, social and cognitive influences. Cham: Springer (ISBN 978-3-319-18271-1/hbk; 978-3-319-18272-8/ebook). International Perspectives on the Teaching and Learning of Mathematical Modelling, 327-337 (2015).
Classification: M14 D34 C20
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