History
1
136


Help on query formulation
first | previous | 1 21 41 61 81 101 | next | last

Result 1 to 20 of 136 total

How many jelly beans are in the jar? (English)
Math. Teach. Middle Sch. 21, No. 7, 424-430 (2016).
Classification: K43 D83 N23 U73
1
Age-related differences in children’s strategy repetition: a study in arithmetic. (English)
J. Exp. Child Psychol. 150, 227-240 (2016).
Classification: F32 F33 N22 N23 C32 C33
2
On the role of inconceivable magnitude estimation problems to improve critical thinking. (English)
Gellert, Uwe (ed.) et al., Educational paths to mathematics. A C.I.E.A.E.M. sourcebook. Collected papers based on the presentations at the 63rd and 64th conference, Barcelona, Spain, summer 2011 and Rhodes, Greece, summer 2012. Cham: Springer (ISBN 978-3-319-15409-1/hbk; 978-3-319-15410-7/ebook). Advances in Mathematics Education, 263-277 (2015).
Classification: D53 M13 N23
3
Estimating as strategy. Open problems in mathematics instruction. (Schätzen als Strategie. Offene Aufgabenstellungen im Mathematikunterricht.) (German)
Schulmag. 5-10 82, No. 12, 27-32 (2014).
Classification: G33 N23
4
Investigating children’s ability to solve measurement estimation problems. (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). 353-360 (2014).
Classification: F72 F73 N22 N23 C42 C43
5
So much copy paper\dots ? Fermi problems referring to one’s own school. (So viel Kopierpapier\dots ? Fermi-Aufgaben mit Bezug zur eigenen Schule.) (German)
Mathematik 5 bis 10 28, 6-9 (2014).
Classification: N23 F93 D53 D43
6
Taking the guesswork out of computational estimation. (English)
Math. Educ. (Athens) 23, No. 1, 60-73 (2013).
Classification: N23 C33
7
No calculator clarifies convergence. (Kein Rechner klärt Konvergenz.) (German)
Math. Lehren 30, No. 180, 20-22 (2013).
Classification: U73 N23 I23 I33 Reviewer: Renate Stürmer (Zweibrücken)
8
Teaching decimal ‒ binary conversion through an interactive exhibit. (English)
Int. J. Math. Educ. Sci. Technol. 44, No. 5, 718-721 (2013).
Classification: N23 N24 F23 F24 D83 D84 U63 U64
9
How much is\dots? An estimation game on the topic of money. (Was kostet\dots? Ein Schätzspiel zum Thema Geld.) (German)
Mathematik 5 bis 10, No. 20, 10-11 (2012).
Classification: F93 N23
10
Computational estimation. (Hinnanguline arvutamine.) (Estonian)
Koolimatemaatika, No. 39, 15-22 (2012).
Classification: F33 F43 D53 N23 Reviewer: Lea Lepmann (Tartu)
11
Teaching number sense for 6th graders in Taiwan. (English)
Int. Electron. J. Math. Educ. 4, No. 2, 92-109 (2009).
Classification: F42 F43 N22 N23 C72 C73
12
Treating inaccuracy when working on modelling problems. (Der Umgang mit Ungenauigkeit bei der Bearbeitung von Modellierungsaufgaben.) (German)
PM Prax. Math. Sch. 51, No. 28, 21-28 (2009).
Classification: N23 M13 F93
13
Now, which number is correct? Students determine the missing surface area of the ice at the North Pole. (Und welche Zahl ist jetzt richtig? Schülerinnen und Schüler bestimmen die verschwundene Eisfläche am Nordpol.) (German)
PM Prax. Math. Sch. 51, No. 28, 17-20 (2009).
Classification: N23 F93 G33 M13
14
How big is the small elephant? ‒ Dealing with inaccuracies in open modelling problems. (Wie groß ist der kleine Elefant? ‒ Umgang mit Ungenauigkeiten bei offenen Modellierungsaufgaben.) (German)
PM Prax. Math. Sch. 51, No. 28, 14-16 (2009).
Classification: N23 F93 F83 M13
15
How many grains of rice does a Chinese eat in his whole life? Fermi problems as a means of intra-classroom grouping. (Wie viel Reiskörner isst ein Chinese in seinem Leben? Fermi-Aufgaben als Mittel zur Binnendifferenzierung.) (German)
PM Prax. Math. Sch. 51, No. 28, 7-13 (2009).
Classification: N23 D83 F93 M13 D43 D53
16
Mars landing with a pocket calculator. Experiencing multiplication with decimal numbers. (Marslandung mit dem Taschenrechner. Die Multiplikation mit Dezimalzahlen erleben.) (German)
PM Prax. Math. Sch. 51, No. 25, 30-32 (2009).
Classification: F43 F44 U63 U64 U73 U74 N23 N24
17
Bessel’s labyrinth ‒ rounding errors are not necessarily small. (Bessel’scher Irrgarten ‒ Rundungsfehler müssen nicht klein sein.) (German)
Jahresber. Dtsch. Math.-Ver. 110, No. 4, 177-193 (2008).
Classification: N23 N24 Reviewer: Martin D. Buhmann (Gießen)
18
When near enough is good enough: 8 principles for enhancing the value of measurement estimation experiences for students. (English)
Aust. Prim. Math. Classr. 10, No. 2, 9-14 (2005).
Classification: F72 F73 N22 N23
19
How far do we see? An example for irresponsible learning (grades 8-10). (Wie weit sehen wir? Ein Beispiel für unverantwortliches Lernen (8.-10. Kl.).) (German)
PM Prax. Math. Sch. 47, No. 3, 38 (2005).
Classification: U43 N23 D53
20
first | previous | 1 21 41 61 81 101 | next | last

Result 1 to 20 of 136 total

Valid XHTML 1.0 Transitional Valid CSS!