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Math adventure. Development and evaluation of a competence-oriented mathematics textbook for inclusive and special educational settings in grade 1. (Matheabenteuer. Entwicklung und Evaluation eines kompetenzorientierten Mathematiklehrwerks für inklusive und sonderpädagogische Settings in der ersten Jahrgangsstufe.) (German)
Texte zur Mathematischen Forschung und Lehre 83. Hildesheim: Franzbecker (ISBN 978-3-88120-531-3/pbk). 480~p. (2016).
Classification: U22 C42 C92 U26
1
The statistical content of elementary school mathematics textbooks. (English)
J. Stat. Educ. 23, No. 3, 22 p., electronic only (2015).
Classification: K42 K43 K52 K53 U22 D32 U23 D33
2
An analysis of storytelling in elementary mathematics textbooks ‒ focusing on grade three. (Korean. English summary)
J. Korean Soc. Math. Educ., Ser. C, Educ. Prim. Sch. Math. 18, No. 2, 141-154 (2015).
Classification: U22 D32 D42 C52
3
Achievement imagery of schoolbooks and academic performance in elementary school. (Leistungsthematischer Gehalt von Schulbüchern und Bildungsleistung in der Grundschule.) (German. English summary)
Z. Päd. Psychol. 29, No. 2, 65-75 (2015).
Classification: U22 C32
4
Past and current approaches to decimal numbers in Dutch primary school mathematics textbooks. (English)
Nord. Mat.didakt. 20, No. 3-4, 57-82 (2015).
Classification: A30 U22 F42
5
A survey on 2009 revised elementary mathematics textbooks focusing on ‘number and operation’ of 3‒4th grades. (Korean. English summary)
East Asian Math. J. 31, No. 2, 275-299 (2015).
Classification: U22 F32 D32
6
The possibilities for building up mathematical knowledge and skills with the use of ‘Our primer’ student’s book according to feedback from early childhood teachers. (Możliwości budowania wiedzy i umiejętności matematycznych z wykorzystaniem podręcznika Nasz elementarz w opiniach nauczycieli wczesnej edukacji.) (Polish. English summary)
Stud. Sci. Fac. Paedagog. 14, No. 2, 88-93 (2015).
Classification: U22
7
Displaying data and the development of functional thinking in pre-primary and primary mathematics education. (Zobrazovanie údajov a rozvoj funkčného myslenia v predprimárnej a primárnej matematickej edukácii.) (Slovak. English summary)
Stud. Sci. Fac. Paedagog. 14, No. 2, 227-231 (2015).
Classification: K42 U22 D32
8
Math in focus: the Singapore approach. (English)
Math. Teach. (Derby) 239, 6-7 (2014).
Classification: U22 D12
9
Addition and subtraction word problems in Greek grade A and grade B mathematics textbooks: distribution and children’s understanding. (English)
Int. J. Math. Teach. Learn. 2014, 15 p., electronic only (2014).
Classification: U22 F92 F32
10
Analysis of elementary mathematics teaching material using storytelling based on the perspective of constructivism. (Korean. English summary)
J. Korean Soc. Math. Educ., Ser. C, Educ. Prim. Sch. Math. 17, No. 3, 206-230 (2014).
Classification: U62 U22 C42
11
Algebra-related tasks in primary school textbooks. (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. 2. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-362-3/v.2). 369-376 (2014).
Classification: U22 U23
12
An analysis of 2009 revised elementary first grade mathematics textbooks based on STEAM-related subject contents. (Korean. English summary)
J. Korean Soc. Math. Educ., Ser. C, Educ. Prim. Sch. Math. 17, No. 3, 277-297 (2014).
Classification: U22 M12
13
Utilization plan of primary grade 3‒4 mathematics textbooks for a flipped classroom. (Korean. English summary)
J. Korean Soc. Math. Educ., Ser. C, Educ. Prim. Sch. Math. 17, No. 3, 265-276 (2014).
Classification: U22 D42
14
An axiomatic analysis on contents about the area of plane figures in elementary school mathematics. (Korean. English summary)
J. Korean Soc. Math. Educ., Ser. C, Educ. Prim. Sch. Math. 17, No. 3, 253-263 (2014).
Classification: G32 G33 U22 U23
15
Transformation of Japanese elementary mathematics textbooks: 1958‒2012. (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, 199-215 (2014).
Classification: U22 U23 A30 D32 D33
16
Reasoning-and-proving opportunities in elementary mathematics textbooks. (English)
Int. J. Educ. Res. 64, 71-80 (2014).
Classification: E52 E53 U22 U23 D32 D33
17
Freedom of design: the multiple faces of subtraction in Dutch primary school textbooks. (English)
Li, Yeping (ed.) et al., Mathematics curriculum in school education. Dordrecht: Springer (ISBN 978-94-007-7559-6/hbk; 978-94-007-7560-2/ebook). Advances in Mathematics Education, 231-259 (2014).
Classification: U22 F32 D32
18
Developing addition strategies: preservice teachers’ learning from standards-based curriculum materials. (English)
Math. Teach. Educ. 2, No. 1, 6-26 (2013).
Classification: D39 F32 U22
19
The structures, goals and pedagogies of “variation problems" in the topic of addition and subtraction of 0‒9 in Chinese textbooks and its reference books. (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). 2208-2217 (2013).
Classification: F32 U22
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