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A deep understanding of fractions supports student success in algebra. (English)
Stewart, Sepideh (ed.), And the rest is just algebra. Cham: Springer (ISBN 978-3-319-45052-0/hbk; 978-3-319-45053-7/ebook). 79-93 (2017).
Classification: F49 F89 C39
1
Prospective elementary teachers’ conceptual understanding of integers. (English)
Investig. Math. Learn. 8, No. 3, 16-29 (2016).
Classification: F49 C39
2
Teaching school mathematics: pre-algebra. (English)
Providence, RI: American Mathematical Society (AMS) (ISBN 978-1-4704-2720-7/hbk; 978-1-4704-3009-2/ebook). xxii, 383~p. (2016).
Classification: F49 F69 F79 G39
3
Examining middle school pre-service teachers’ knowledge of fraction division interpretations. (English)
Int. J. Math. Educ. Sci. Technol. 47, No. 5, 696-716 (2016).
Classification: F49 C39
4
Strategies of number sense in pre-service secondary mathematics teachers. (English)
Int. J. Sci. Math. Educ. 14, No. 5, 959-978 (2016).
Classification: F49 F99 C39 C49 D59
5
An analysis of pre-service teachers’ pedagogical content knowledge about story problem for division of fractions. (Korean. English summary)
J. Korean Soc. Math. Educ., Ser. C, Educ. Prim. Sch. Math. 19, No. 1, 19-30 (2016).
Classification: F49 C39 F99
6
Prospective teachers’ understanding of the multiplicative part-whole relationship of fraction. (English)
Educ. Stud. Math. 92, No. 1, 129-146 (2016).
Classification: F49
7
Development of arithmetical thinking: evaluation of subject matter knowledge of pre-service teachers in order to design the appropriate course. (English)
Int. J. Sci. Math. Educ. 14, No. 4, 739-755 (2016).
Classification: C39 F49
8
Investigating the improvement of prospective elementary teachers’ number sense in reasoning about fraction magnitude. (English)
J. Math. Teach. Educ. 19, No. 1, 57-77 (2016).
Classification: F49 D39
9
Future elementary school teachers and their knowledge of fractions. (Budúci učitelia ‒ elementaristi a ich vedomosti o zlomkoch.) (Slovak. English summary)
Acta Math. Nitriensia 2, No. 1, 27-35 (2016).
Classification: F49 C39 D39
10
Ratio and proportional thinking: a study in an Irish context. (English)
Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 35, No. 1. Proceedings of the day conference, St. Patrick’s College, Dublin, Ireland, February 28, 2015. London: British Society for Research into Learning Mathematics (BSRLM). 78-83 (2015).
Classification: F89 F49
11
Dividing fractions using an area model: a look at in-service teachers’ understanding. (English)
Math. Teach. Educ. Dev. 17, No. 1, 30-43 (2015).
Classification: F49 F99 C39
12
Posing fraction problem scenarios: a comparative study of pre-service teachers and grade five learners. (English)
Rogerson, Alan (ed.), The mathematics education for the future project. Proceedings of the 13th international conference ‘Mathematics education in a connected world’, Catania, Sicily, Italy, September 16‒21, 2015. Münster: WTM-Verlag (ISBN 978-3-942197-44-1/pbk; 978-3-942197-86-1/ebook). Conference Proceedings in Mathematics Education 1, 19-25 (2015).
Classification: F43 F49 C33 C39 D73 D79
13
Analysing the use of history of mathematics through MKT. (English)
Int. J. Math. Educ. Sci. Technol. 46, No. 4, 495-507 (2015).
Classification: D39 A30 F49
14
Reshaping teachers’ mathematical perceptions: analysis of a professional development task. (English)
Math. Teach. Educ. 3, No. 2, 116-129 (2015).
Classification: D59 D39 F49
15
Prospective elementary teachers’ conceptions of unitizing with whole numbers and fractions. (English)
Int. J. Math. Teach. Learn. 2015, 36 p., electronic only (2015).
Classification: F49
16
Teachers’ content and pedagogical content knowledge on rational numbers: a comparison of prospective elementary and lower secondary school teachers. (English)
Teach. Teach. Educ. 47, 82-92 (2015).
Classification: F49 D79
17
An exploration of primary student teachers’ understanding of fractions. (English)
Pope, Sue (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Proceedings of the British congress of mathematics education, BCME-8, University of Nottingham, UK, April 14‒17, 2014. London: British Society for Research into Learning Mathematics (BSRLM). 143-150 (2014).
Classification: F49 F42 D72
18
Analysis of problems posed by pre-service primary teachers about adding fractions in terms of semantic structures. (English)
Math. Educ. (Ank.) 9, No. 2, 135-146 (2014).
Classification: F49 D59
19
The (relativity of the) whole as a fundamental dimension in the conceptualization of the fraction concept: a study of its evolving meaning in an inservice project. (English)
Fields Math. Educ. J. 2, No. 1, 27-54 (2014).
Classification: F49
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