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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
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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
2
Prospective teachers’ specialized content knowledge on derivative. (English)
Ubuz, Behiye (ed.) et al., CERME 8. Proceedings of the eigth congress of the European Society of Research in Mathematics Education, Antalya, Turkey, February 6‒10, 2013. Ankara: Middle East Technical University (ISBN 978-975-429-315-9). 3195-3205 (2013).
Classification: D39 I49
3
The concept of slope: comparing teachers’ concept images and instructional content. (English)
Investig. Math. Learn. 6, No. 2, 1-18 (2013).
Classification: I29 I49 C39 D39
4
Belief systems’ change ‒ from preservice to trainee high school teachers on calculus. (English)
Lindmeier, Anke M. (ed.) et al., Proceedings of the 37th conference of the International Group for the Psychology of Mathematics Education “Mathematics learning across the life span", PME 37, Kiel, Germany, July 28‒August 2, 2013. Vol. 2. Kiel: IPN‒Leibniz Institute for Science and Mathematics Education at the University of Kiel (ISBN 978-3-89088-288-8). 281-288 (2013).
Classification: C29 I49 I59
5
Developing prospective mathematics teachers in Mexico: a lesson on the relationship between integration and differentiation. (English)
Int. J. Math. Educ. Sci. Technol. 44, No. 7, 996-1006 (2013).
Classification: B50 D39 I49 I59 U79
6
Teachers’ conceptions of tangent line. (English)
J. Math. Behav. 32, No. 2, 209-229 (2013).
Classification: I29 C39 B50 I49
7
Experimental problems as learning environments for differential calculus of several variables oriented on basic ideas. (Experimentelle Aufgaben als Grundvorstellungsorientierte Lernumgebungen für die Differenzialrechnung mehrerer Veränderlicher.) (German)
Ableitinger, Christoph (ed.) et al., Zur doppelten Diskontinuität in der Gymnasiallehrerbildung. Ansätze zu Verknüpfungen der fachinhaltlichen Ausbildung mit schulischen Vorerfahrungen und Erfordernissen. Wiesbaden: Springer Spektrum (ISBN 978-3-658-01359-2/pbk; 978-3-658-01360-8/ebook). Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik, 117-134 (2013).
Classification: I69 I49 D39
8
Key epistemic features of mathematical knowledge for teaching the derivative. (English)
Tso, Tai-Yih (ed.), Proceedings of the 36th conference of the International Group for the Psychology of Mathematics Education “Opportunities to learn in mathematics education", PME 36, Taipei, Taiwan, July 18‒22, 2012, Vol. 3. Taipei: National Taiwan Normal University. 297-304 (2012).
Classification: I49 D39
9
A tool for organising the analysis of a mathematical subject. (Un outil pour organiser l’analyse d’un sujet de mathématiques.) (French)
Repères IREM 87, 59-78 (2012).
Classification: B50 D69 I49 D39
10
Jensen’s inequality as an important mathematical tool and effective resource for prooving classical inequalities. (Jensenova nerovnost’ ako dôležitý matematický nástroj a účinný prostriedok pre dokazovanie nerovností.) (Slovak. English summary)
Šedivý, Ondrej (ed.) et al., Acta Mathematica 15. Zborník príspevkov z X. nitrianskej matematickej konferencie. Nitra: Constantine The Philosopher University in Nitra, Faculty of Natural Sciences (ISBN 978-80-558-0135-3). Prírodovedec 515, 21-36 (2012).
Classification: I49 D39 B50 I29
11
Where are limits needed in calculus? (English)
Am. Math. Mon. 118, No. 5, 404-417 (2011).
Classification: I45 I49 Reviewer: Rüdiger Thiele (Halle)
12
Concept mapping a teaching sequence and lesson plan for “derivatives". (English)
Afamasaga-Fuata’i, Karoline (ed.), Concept mapping in mathematics. Research into practice. New York, NY: Springer (ISBN 978-0-387-89193-4/hbk; 978-0-387-89194-1/ebook). 149-169 (2009).
Classification: C39 B54 I49 D20
13
Finnish mathematics teacher students’ informal and formal arguing skills in the case of derivative. (English)
Nord. Mat.didakt. 13, No. 2, 71-92 (2008).
Classification: E49 E59 C39 I49
14
Prospective mathematics teachers’ informal and formal reasoning about the concepts of derivative and differentiability. (English)
Report. University of Jyväskylä. Department of Mathematics and Statistics 115. Jyväskylä: University of Jyväskylä, Department of Mathematics and Statistics (Dissertation) (ISBN 978-951-39-3277-0/pbk). 92~p. (2008).
Classification: C39 I49 Reviewer: Fiacre O’Cairbre (Maynooth)
15
Pre-service teachers’ use of different types of mathematical reasoning in paper-and-pencil versus technology-supported environments. (English)
Int. J. Math. Educ. Sci. Technol. 39, No. 2, 143-160 (2008).
Classification: C39 I49 U79 B54
16
Why is a discontinuous function differentiable? (English)
Novotná, Jarmila (ed.) et al., Mathematics in the centre. Proceedings of the 30th annual conference of the International Group for the Psychology of Mathematics Education, PME, Prague, Czech Republic, July 16‒21, 2006. Vol. 1-5. Prague: Charles University, Faculty of Education. Part 5, 329-336 (2006).
Classification: I49 I45
17
Prospective teachers’ reactions to Right-or-Wrong tasks: the case of derivatives of absolute value functions. (English)
J. Math. Behav. 25, No. 3, 240-251 (2006).
Classification: I49 D59
18
A plea for “calculus in school from a higher perspective” in the first semester. (Plädoyer für eine “Schulanalysis vom höheren Standpunkt” im ersten Semester.) (German)
Büchter, Andreas (ed.) et al., Mathematics education approaching reality. Viewed from the discipline and towards applications. Festschrift for Hans-Wolfgang Henn on the occasion of his 60th birthday. Hildesheim: Franzbecker (ISBN 978-3-88120-436-1). 257-264 (2006).
Classification: D39 B50 I29 I49 I59
19
Understanding rate of change using motion detectors: One teacher’s voice, perspective, and growth. (English)
Int. J. Math. Teach. Learn. 2005, 20 p. (2005).
Classification: B50 I49 U59
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