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The language of shape. (English)
Ben-Zvi, Dani (ed.) et al., The teaching and learning of statistics. International perspectives. Cham: Springer (ISBN 978-3-319-23469-4/hbk; 978-3-319-23470-0/ebook). 51-61 (2016).
Classification: K43 E43
1
A path to mathematical terminology. From matchstick equations to equivalent transformations. (Ein Weg zur Fachsprache. Von Streichholzgleichungen und Äquivalenzumformungen.) (German)
PM Prax. Math. Sch. 58, No. 69, 41-46 (2016).
Classification: H23 H33 E43 C53
2
Moving in and out of contexts in collaborative reasoning about equations. (English)
J. Math. Behav. 44, 50-64 (2016).
Classification: H33 E43 C33
3
(Residential) towers ‒ tremendously big. A holistic approach to algebraic terms that is provoking to speak. ((Wohn-)Türme ‒ riesig groß. Ein ‒ zum Sprechen provozierender ‒ ganzheitlicher Zugang zu algebraischen Termen.) (German)
Lernchancen 18, No. 104, 6-9 (2015).
Classification: H23 C53 E43 D43 D83
4
Language support for all. Training a learning-strategy for mathematical terminology. (Sprachförderung für alle. Ein Lernstrategie-Training für mathematische Fachwörter.) (German)
Lernchancen 18, No. 104, 26-29 (2015).
Classification: C53 E43 D73 D83
5
Fewer numbers, more letters. Mathematics lessons somewhat different. (Weniger Zahlen, mehr Buchstaben. Mathematikunterricht mal etwas anders.) (German)
Lernchancen 18, No. 104, 20-25 (2015).
Classification: C53 E43 D73 D83
6
Dealing with assignments. A mathematical journey through the USA in the classroom. (Sich mit Zuordnungen befassen. Eine mathematische Reise durch die USA im Unterricht.) (German)
Lernchancen 18, No. 104, 15-19 (2015).
Classification: C53 E43 D43 D83 M93
7
Design research in an inferential perspective, illustrated by variable and term. (Fachdidaktische Entwicklungsforschung in inferentieller Perspektive am Beispiel von Variable und Term.) (German. English summary)
J. Math.-Didakt. 36, No. 1, 105-134 (2015).
Classification: D20 C33 H23 E43
8
Students’ language repertoires for prediction. (English)
Math. Enthus. 12, No. 1-3, 246-261 (2015).
Classification: K53 C53 E43 C33 K93
9
A role for language analysis in mathematics textbook analysis. (English)
Int. J. Sci. Math. Educ. 13, No. 3, 605-630 (2015).
Classification: C53 U23 E43
10
Language-sensitive mathematics subject teaching. (Sprachsensibler Fachunterricht Mathematik.) (German)
MNU, Math. Naturwiss. Unterr. 68, No. 3, 145-148 (2015).
Classification: C53 E43 F93 D73
11
The word problem cracker. An example on the specification and support of subject-specific strategies to read and understand. (Der Textaufgabenknacker. Ein Beispiel zur Spezifizierung und Förderung fachspezifischer Lese- und Verstehensstrategien.) (German)
MNU, Math. Naturwiss. Unterr. 68, No. 3, 138-144 (2015).
Classification: C53 E43 F93 H23
12
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
13
A hybrid perspective on functions. (English)
Math. Teach. Middle Sch. 19, No. 9, 520-525 (2014).
Classification: I23 E43
14
Supporting English learners: lessons from research. (English)
Math. Teach. Middle Sch. 20, No. 1, 30-37 (2014).
Classification: C53 E43 G33
15
Vocabulary support: constructing (not obstructing) meaning. (English)
Math. Teach. Middle Sch. 20, No. 3, 152-159 (2014).
Classification: C53 E43 D43 C33
16
Analysis of “clear” school mathematics concepts. ({\cyr Analyz “ponyatnykh” pohyati\u{i} shkolp1no\u{i} matematiki}.) (Russian)
Mat. Shk., No. 1, 57-59 (2014).
Classification: C53 D73 E43 Reviewer: Elena Glukhova (Moskva)
17
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
18
Exploring the relationship between explanations and examples: parity and equivalent fractions. (English)
Liljedahl, Peter (ed.) et al., Proceedings of the 38th conference of the International Group for the Psychology of Mathematics Education “Mathematics education at the edge", PME 38 held jointly with the 36th conference of PME-NA, Vancouver, Canada, July 15‒20, 2014, Vol. 4. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-364-7/v.4). 105-112 (2014).
Classification: F43 E43
19
From the word treasury. Technical terminology, colloquial language, and articulateness in the mathematics classroom. (Aus der Wörterkiste. Fachsprache, Umgangssprache und Ausdrucksfähigkeit im Mathematikunterricht.) (German)
Mathematik 5 bis 10 29, 12-13 (2014).
Classification: E43 C53 F43 F83
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