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Is it the way they use it? Teachers, ICT and student achievement. (English)
Econ. Educ. Rev. 56, 24-39 (2017).
Classification: D43 U73 U53 C33
1
Aromates. A playful-mathematical experience between primary and secondary school. (Aromates. Una experiencia lúdico-matemática entre la escuela primaria y el instituto.) (Spanish)
Uno 22, No. 71, 61-66 (2016).
Classification: U63 U64 D43 D44
2
Dare to compare. (English)
Math. Teach. Middle Sch. 21, No. 8, 460-469 (2016).
Classification: M43 D43
3
Fractional equations. How to use intra-classroom grouping to prepare topics demanding many prerequisites. (Bruchgleichungen. Wie man voraussetzungsreiche Themen binnendifferenziert aufbereiten kann.) (German)
PM Prax. Math. Sch. 58, No. 70, 21-24 (2016).
Classification: H33 D43 D53
4
“I just put three spheres with it, then I exchange\dots". Introducing decimal numbers in heterogeneous learning groups. (“Ich leg da mal drei Kugeln dazu, dann tausche ich ein\dots". Dezimalzahlen in heterogenen Lerngruppen einführen.) (German)
PM Prax. Math. Sch. 58, No. 70, 37-40 (2016).
Classification: F43 D43 U63
5
Diagnosing the sense of numbers and operations. Problem posing on the basis of KIWIS diagnostic interview for the work with very heterogeneous lower secondary learning groups. (Zahl- und Operationsverständnis diagnostizieren. Aufgabenkonzeption auf Basis des diagnostischen Interviews KIWIS für die Arbeit mit stark heterogenen Lerngruppen in der Sekundarstufe I.) (German)
PM Prax. Math. Sch. 58, No. 70, 25-29 (2016).
Classification: F33 F43 D43
6
Relational thinking in primary school: the role of the teacher. (Pensamiento relacional en primaria: el papel del maestro.) (Spanish)
Uno 22, No. 73, 14-22 (2016).
Classification: F32 F33 D43 D44
7
Learning problem-solving. Sharpening the view for heuristic ways of thinking. (Problemlösen lernen. Den Blick für heuristische Denkweisen schärfen.) (German)
Grundsch. Math. 50, 32-35 (2016).
Classification: D52 C32 D42 D53 C33 D43
8
Conversations to transform geometry class. (English)
Math. Teach. (Reston) 109, No. 7, 507-513 (2016).
Classification: D43 C53 C73 G43
9
Concentration and enjoyment of secondary school students doing open tasks. (Concentración y disfrute de estudiantes de secundaria realizando tareas abiertas.) (Spanish)
Uno 22, No. 71, 67-71 (2016).
Classification: D43 C23
10
Management of a mathematics classroom with open tasks. (La gestión de la clase de matemáticas con actividades abiertas.) (Spanish)
Uno 22, No. 72, 21-27 (2016).
Classification: D43 D53 G43
11
The anticipation of classroom management of a similarity problem. (La anticipación a la gestión de aula de un problema de semejanza.) (Spanish)
Uno 22, No. 72, 7-12 (2016).
Classification: D43 D53 G43
12
Dealing with differences in systematising and securing. Taking variety into consideration on the way from open explorations to knowledge base entries. (Unterschieden beim Systematisieren und Sichern begegnen. Vielfalt berücksichtigen auf dem Weg von der offenen Erkundung zum Eintrag in den Wissensspeicher.) (German)
PM Prax. Math. Sch. 58, No. 70, 15-20 (2016).
Classification: D43
13
Learning together with self-differentiating introductions. (Gemeinsam lernen mit selbstdifferenzierenden Einstiegen.) (German)
PM Prax. Math. Sch. 58, No. 70, 9-13 (2016).
Classification: D43 D53 G33 F43
14
Check-ins with new topics. Detecting and improving learning conditions. (Check-ins bei neuen Themen. Lernvoraussetzungen erkennen und verbessern.) (German)
Mathematik 5 bis 10 36, 36-37 (2016).
Classification: D43 D83
15
The challenge of heterogeneity. Fundamental concepts as a basis and reference standard ‒ the example of terms. (Herausforderung Heterogenität. Grundvorstellungen als Basis und Bezugsnorm ‒ das Beispiel Terme.) (German)
PM Prax. Math. Sch. 58, No. 70, 2-8 (2016).
Classification: D33 D43 H23
16
The last shall be the first: competencies, equity and the power of resilience in the Italian school system. (English)
Learn. Individ. Differ. 51, 19-28 (2016).
Classification: D33 D43 C63 C33 C43
17
Using genre pedagogy to promote student proficiency in the language required for interpreting line graphs. (English)
Math. Educ. Res. J. 28, No. 3, 457-478 (2016).
Classification: C53 D43 K43
18
Differentiation in high-school mathematics and language arts instruction ‒ above all with good diagnosticians in heterogeneous classes? (Differenzierung im gymnasialen Mathematik und Deutschunterricht ‒ vor allem bei guten Diagnostiker/innen und in heterogenen Klassen?) (German. English summary)
Z. Päd. 62, No. 1, 131-148 (2016).
Classification: C49 D43 C93 C43
19
Developing mathematics identity. (English)
Math. Teach. Middle Sch. 21, No. 7, 398-405 (2016).
Classification: C23 D43
20
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