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Symmetries in plane and space. Congruence transformation as a cover transformation of figures. (Symmetrien in der Ebene und im Raum. Kongruenzabbildungen als Deckabbildungen von Figuren.) (German)
Grundsch. Math. 49, 32-35 (2016).
Classification: G52 G42 E42
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“I have learned how to speak the mathematical language.” Fostering the language development of children especially in mathematics education. (“Ich habe gelernt wie man die Mathefachsprache spricht.” Sprachförderung sowohl vom Kind als auch vom Fach Mathematik aus.) (German)
Math. Differ. 7, No. 2, 34-39 (2016).
Classification: E42 C52 C32 F32 U62 D32
2
Pumuckl and the pudding. Recipes as a topic for interdisciplinary teaching. (Pumuckl und der Pudding. Rezepte als Thema im fächerverbindenden Unterricht.) (German)
Grundsch.unterr., Math. 62, No. 1, 23-27 (2015).
Classification: C52 E42 D42 F22 F42 F72 D82
3
From a business letter to the equal sign. Introducing the equal sign as a comparison sign narratively. (Vom Geschäftsbrief zum Gleichheitszeichen. Das Gleichheitszeichen als Vergleichszeichen narrativ einführen.) (German)
Grundsch. Math. 46, 10-12 (2015).
Classification: E42 H32 F32 D82
4
Mathematical texts in a mathematical modelling learning environment in primary school. (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, 535-543 (2015).
Classification: M12 C52 E42
5
Friendship bracelets. Preservation of mathematical concepts in instructions. (Freundschaftsarmbänder. Sicherung mathematischer Begriffe in Anleitungen.) (German)
Grundsch.unterr., Math. 62, No. 1, 33-45 (2015).
Classification: D82 E42 G22 G42 U62
6
Subject-specific language in class. On the interactional standardization of language in primary mathematics education. (Unterrichtsfachsprache. Zur interaktionalen Normierung von Sprache im Mathematikunterricht der Grundschule.) (German. English summary)
Math. Didact. 38, 37-62 (2015).
Classification: C52 E42
7
The language of mathematics. (English)
Teach. Child. Math. 21, No. 9, 530-536 (2015).
Classification: E42 D42 C32
8
Characteristics of second graders’ mathematical writing. (English)
Sch. Sci. Math. 115, No. 7, 344-355 (2015).
Classification: C52 E42 G42 G32
9
Effects of mathematics items’ language demands for language minority students: do they differ between grades? (English)
Learn. Individ. Differ. 42, 70-76 (2015).
Classification: C52 E42 D62 C62
10
Subtraction by complementary addition: R.I.P? (English)
Math. Teach. (Derby) 246, 41-43 (2015).
Classification: F32 A32 E42
11
Strictly speaking\dots. (English)
Math. Teach. (Derby) 244, 12-13 (2015).
Classification: E42 E49 E32 E39
12
Children’s use of variables and variable notation to represent their algebraic ideas. (English)
Math. Think. Learn. 17, No. 1, 34-63 (2015).
Classification: H22 H32 E42
13
A specific misconception of the equal sign acts as a barrier to children’s learning of early algebra. (English)
Learn. Individ. Differ. 38, 61-67 (2015).
Classification: H22 H23 H32 H33 D72 D73 E42 E43
14
Benefits of “concreteness fading" for children’s mathematics understanding. (English)
Learn. Instr. 35, 104-120 (2015).
Classification: D42 F32 E42 U62 C32
15
Children learn to draw practical problems. From first intuitive drawings to line graphs. (Kinder lernen Sachaufgaben zeichnen. Von ersten intuitiven Zeichnungen bis hin zu Liniendiagrammen.) (German)
Grundsch.unterr., Math. 61, No. 3, 16-19 (2014).
Classification: F92 D72 F32 D52 E42
16
Primary school students’ understanding of equation structure and the meaning of equal sign: a Chinese sample study. (English)
J. Korean Soc. Math. Educ., Ser. D, Res. Math. Educ. 18, No. 4, 237-256 (2014).
Classification: H32 H33 E42 E43 C32 C33
17
Audio-podcasts on mathematical topics ‒ concept formation with digital media. (Audio-Podcasts zu mathematischen Themen ‒ Begriffsbildung mit digitalen Medien.) (German. English summary)
Ladel, Silke (ed.) et al., Von Audiopodcast bis Zahlensinn. Münster: WTM-Verlag (ISBN 978-3-942197-37-3/pbk). Lernen, Lehren und Forschen mit digitalen Medien in der Primarstufe 2, 31-60 (2014).
Classification: U82 U72 C32 C52 E42 D32
18
Exploring ESL students’ understanding of mathematics in the early years: factors that make a difference. (English)
Math. Educ. Res. J. 26, No. 4, 791-810 (2014).
Classification: C52 E42 C32
19
“How do we hit the 1000?" Creating and describing solution processes with research methods. (“Wie treffen wir die 1000?" Lösungswege mit Forschermitteln entwickeln und darstellen.) (German)
Grundsch. Math., No. 41, 22-27 (2014).
Classification: F32 D42 D52 E42
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