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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).
Classification: D39 E59 C29
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).
Classification: U79 D49 D59 E59
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).
Classification: E59 D49
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).
Classification: E59 D79
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).
Classification: C59 E59
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).
Classification: E59 D39
6
Transforming perceptions of proof: a four-part instructional sequence. (English)
Math. Teach. Educ. 4, No. 1, 32-70 (2015).
Classification: E59
7
Mathematical explanatory strategies employed by prospective secondary teachers. (English)
Int. J. Res. Undergrad. Math. Educ. 1, No. 1, 63-90 (2015).
Classification: C59 E59 C39 D39
8
Prospective elementary teachers’ claiming in responses to false generalizations. (English)
J. Math. Behav. 39, 79-99 (2015).
Classification: E59
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).
Classification: E59 C29
10
Breaking conventions to support quantitative reasoning. (English)
Math. Teach. Educ. 2, No. 2, 141-157 (2014).
Classification: E59 I29
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).
Classification: D79 E59 F69 H49
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).
Classification: F69 D59 E59
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).
Classification: F59 G49 E59
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).
Classification: E59 C59
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).
Classification: E59 F69
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).
Classification: D79 E59 D40
17
Characteristics of pre-service primary school teachers’ configural reasoning. (English)
Math. Think. Learn. 16, No. 3, 234-250 (2014).
Classification: E59 G49
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).
Classification: D39 E59 D49
19
Examining prospective mathematics teachers’ proof processes for algebraic concepts. (English)
Int. J. Math. Educ. Sci. Technol. 45, No. 4, 475-497 (2014).
Classification: H49 E59
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