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Teaching school mathematics: algebra. (English)
Providence, RI: American Mathematical Society (AMS) (ISBN 978-1-4704-2721-4/hbk; 978-1-4704-3019-1/ebook). xix, 274~p. (2016).
Classification: H29 H39 I29 F59
1
Reorientation of the course on “elementary functions" for future primary school teachers. (Neuorientierung der Veranstaltung “Elementare Funktionen" für das Lehramt Grundschule.) (German)
Paravicini, Walther (ed.) et al., Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2014. Beiträge zum gleichnamigen Symposium am 7. und 8. November 2014 an der Westfälischen Wilhelms-Universität Münster. Münster: WTM-Verlag (ISBN 978-3-942197-99-1/pbk+ebook). Schriften zur Hochschuldidaktik Mathematik 2, 3-21 (2016).
Classification: D39 I29
2
Understanding mathematics from different points of view ‒ approaches to the curvature concept. (Mathematik verstehen von verschiedenen Standpunkten aus ‒ Zugänge zum Krümmungsbegriff.) (German)
Hoppenbrock, Axel (ed.) et al., Lehren und Lernen von Mathematik in der Studieneingangsphase. Herausforderungen und Lösungsansätze. Wiesbaden: Springer Spektrum (ISBN 978-3-658-10260-9/pbk; 978-3-658-10261-6/ebook). Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik, 483-499 (2016).
Classification: C39 D39 D49 I29
3
Instrumentation of formal calculation and dynamic geometry. From the game of frames to the game of paradigms. A practical illustration with the common tangents to two parabolas. (Instrumentation du calcul formel et géométrie dynamique. Du jeu de cadres au jeu de paradigmes illustration pratique avec les tangentes communes à deux paraboles.) (French)
Repères IREM 101, 45-68 (2015).
Classification: G79 U79 I29
4
Classroom engagement towards using definitions for developing mathematical objects: the case of function. (English)
Educ. Stud. Math. 90, No. 2, 163-187 (2015).
Classification: E49 C39 I29
5
Teachers’ knowledge of the concept of a function: a theoretical framework. (English)
Int. J. Sci. Math. Educ. 13, Suppl. 2, 261-283 (2015).
Classification: I29 C39
6
Developing elementary teachers’ knowledge about functions and rate of change through modeling. (English)
Math. Think. Learn. 17, No. 1, 1-33 (2015).
Classification: D39 M59 I29 I49
7
Students’ understanding of proportional, inverse proportional, and affine functions: two studies on the role of external representations. (English)
Int. J. Sci. Math. Educ. 13, Suppl. 1, S47-S69 (2015).
Classification: I29 C39
8
Breaking conventions to support quantitative reasoning. (English)
Math. Teach. Educ. 2, No. 2, 141-157 (2014).
Classification: E59 I29
9
Recognising and illuminating connections in proportional relationships. (English)
Venkat, Hamsa (ed.) et al., Exploring mathematics and science teachers’ knowledge. Windows into teacher thinking. London: Routledge (ISBN 978-0-415-71387-0/hbk; 978-1-315-88309-0/ebook). 49-64 (2014).
Classification: D39 C70 B50 F89 I29
10
Understanding of the epsilon-delta method for middle pre-service teachers regarding the continuity of function. (English)
Proc. Jangjeon Math. Soc. 17, No. 4, 589-598 (2014).
Classification: I29 D79
11
The impact of learning and teaching linear functions professional development. (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). 137-144 (2014).
Classification: I29 D39 U69
12
Function notation as an idiom. (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). 281-288 (2014).
Classification: I29 E49
13
Using ICT in teaching a specific mathematics concept: graphs of logarithmic functions. (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). 153-160 (2014).
Classification: I29 U79
14
Proof-scripts as a lens for exploring students’ understanding of odd/even functions. (English)
J. Math. Behav. 35, 31-43 (2014).
Classification: I29 I49 D49
15
Mathematical content knowledge for teaching elementary mathematics: a focus on algebra. (English)
Math. Enthus. 11, No. 2, 385-432 (2014).
Classification: H29 I29 B50
16
On the use of spreadsheet algebra programs in the professional development of teachers from selected township high schools. (English)
Afr. J. Res. Math. Sci. Technol. Educ. 18, No. 1, 87-99 (2014).
Classification: U79 I29 H29
17
The role of teachers’ knowledge of functions in their teaching: a conceptual approach with illustrations from two cases. (English. French summary)
Can. J. Sci. Math. Technol. Educ. 13, No. 2, 154-168 (2013).
Classification: I29 D39
18
Using simulations to foster preservice mathematics teachers’ self-assessment, learning, and reflections on teaching. (English)
Math. Teach. Educ. 1, No. 2, 162-171 (2013).
Classification: U79 I29 D49 D69 C39
19
Future teachers’ strategies in solving tasks about functions. Point-wise approach or coordinated approach? (Les stratégies des futurs instituteurs dans la résolution de tâches sur les fonctions. Approche ponctuelle ou approche coordonnée?) (French. English summary)
Ann. Didact. Sci. Cogn. 18, 115-137 (2013).
Classification: I29 D59
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