Result **1** to **20** of **98** total

Constraints and affordances in bringing about shifts in practice towards developing reasoning in mathematics: a case study. (English)

Kaur, Berinderjeet (ed.) et al., Professional development of mathematics teachers. An Asian perspective. Singapore: Springer (ISBN 978-981-10-2596-9/hbk; 978-981-10-2598-3/ebook). Mathematics Education ‒ An Asian Perspective, 121-140 (2017).

1

What can you infer from this example? Applications of online, rich-media tasks for enhancing pre-service teachers’ knowledge of the roles of examples in proving. (English)

Leung, Allen (ed.) et al., Digital technologies in designing mathematics education tasks. Potential and pitfalls. Cham: Springer (ISBN 978-3-319-43421-6/hbk; 978-3-319-43423-0/ebook). Mathematics Education in the Digital Era 8, 215-235 (2017).

2

Graduate teaching assistants’ enactment of reasoning-and-proving tasks in a content course for elementary teachers. (English)

J. Res. Math. Educ. 47, No. 4, 372-419 (2016).

3

An analysis of the essential difficulties with mathematical induction: in the case of prospective teachers. (English)

Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 35, No. 3. Proceedings of the day conference, University of Reading, UK, November 7, 2015. London: British Society for Research into Learning Mathematics (BSRLM). 102-107 (2016).

4

Analysis of a teacher’s pedagogical arguments using Toulmin’s model and argumentation schemes. (English)

Educ. Stud. Math. 93, No. 3, 383-397 (2016).

5

Fostering justification: a case study of preservice teachers, proof-related tasks, and manipulatives. (English)

J. Math. Educ. Teach. Coll. 7, No. 1, 35-43 (2016).

6

Transforming perceptions of proof: a four-part instructional sequence. (English)

Math. Teach. Educ. 4, No. 1, 32-70 (2015).

7

Mathematical explanatory strategies employed by prospective secondary teachers. (English)

Int. J. Res. Undergrad. Math. Educ. 1, No. 1, 63-90 (2015).

8

Prospective elementary teachers’ claiming in responses to false generalizations. (English)

J. Math. Behav. 39, 79-99 (2015).

9

Mathematics and science teachers’ use of and confidence in empirical reasoning: implications for STEM teacher preparation. (English)

Sch. Sci. Math. 115, No. 1, 22-34 (2015).

10

Breaking conventions to support quantitative reasoning. (English)

Math. Teach. Educ. 2, No. 2, 141-157 (2014).

11

Common errors and misconceptions in mathematical proving by education undergraduates. (English)

Issues Undergrad. Math. Prep. Sch. Teach., J. 1, Content Knowledge, 8 p., electronic only (2014).

12

Designing tasks for conjecturing and proving in number theory. (English)

Nicol, Cynthia (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. 5. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-365-4/v.5). 257-264 (2014).

13

Prospective teachers’ understanding of the constant $π$ and their knowledge of how to prove its constant nature through the concept of linearity. (English)

J. Korean Soc. Math. Educ., Ser. D, Res. Math. Educ. 18, No. 1, 1-29 (2014).

14

Viable arguments, conceptual insights, and technical handles. (English)

Nicol, Cynthia (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. 5. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-365-4/v.5). 401-408 (2014).

15

The quality of argumentations of first-year pre-service teachers. (English)

Oesterle, Susan (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. 3. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-363-0/v.3). 425-432 (2014).

16

Pre-service elementary teachers’ misconceptions of proof and counterexamples and their possible influences on their instructional decisions. (English)

Nicol, Cynthia (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. 5. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-365-4/v.5). 433-440 (2014).

17

Characteristics of pre-service primary school teachers’ configural reasoning. (English)

Math. Think. Learn. 16, No. 3, 234-250 (2014).

18

Cases as a vehicle for developing knowledge needed for teaching. (English)

Li, Yeping (ed.) et al., Transforming mathematics instruction. Multiple approaches and practices. Cham: Springer (ISBN 978-3-319-04992-2/hbk; 978-3-319-04993-9/ebook). Advances in Mathematics Education, 311-333 (2014).

19

Examining prospective mathematics teachers’ proof processes for algebraic concepts. (English)

Int. J. Math. Educ. Sci. Technol. 45, No. 4, 475-497 (2014).

20

Result **1** to **20** of **98** total