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Result 81 to 100 of 166 total

Early insurance mechanisms and their mathematical foundations. (English)
Mont. Math. Enthus. 5, No. 2-3, 345-356 (2008).
Classification: M30 A30
81
How can science history contribute to the development of new proposals in the teaching of the notion of derivatives? (English)
Mont. Math. Enthus. 5, No. 2-3, 223-230 (2008).
Classification: I44 I45 A30 D44 D45
82
Associative operations on a three-element set. (English)
Mont. Math. Enthus. 5, No. 2-3, 257-268 (2008).
Classification: H45 A20
83
Comparison of geometric figures. (English)
Mont. Math. Enthus. 5, No. 2-3, 199-214 (2008).
Classification: G95
84
Chopping logs: A look at the history and uses of logarithms. (English)
Mont. Math. Enthus. 5, No. 2-3, 337-344 (2008).
Classification: F50 A30
85
“Obeying a rule" Ludwig Wittgenstein and the foundations of set theory. (English)
Mont. Math. Enthus. 5, No. 2-3, 215-222 (2008).
Classification: E45 A30
86
Inverses ‒ why we teach and why we need talk more about it more often! (English)
Mont. Math. Enthus. 5, No. 2-3, 315-326 (2008).
Classification: E40 I20 H40
87
Incoherence of a concept image and erroneous conclusions in the case of differentiability. (English)
Mont. Math. Enthus. 5, No. 2-3, 231-248 (2008).
Classification: D75 I45 C35
88
Chess and problem solving involving patterns. (English)
Mont. Math. Enthus. 5, No. 2-3, 249-256 (2008).
Classification: D52 D53 U62 U63
89
History of mathematics in mathematics education: a Saussurean perspective. (English)
Mont. Math. Enthus. 5, No. 2-3, 185-198 (2008).
Classification: D45 A30
90
Algebra for all? (English)
Mont. Math. Enthus. 5, No. 2-3, 423-428 (2008).
Classification: D30
91
Main points of objections to the “no child left behind" (NCLB) law. (English)
Mont. Math. Enthus. 5, No. 2-3, 357-364 (2008).
Classification: D30 B10
92
A case study using soft systems methodology in the evolution of a mathematics module. (English)
Mont. Math. Enthus. 5, No. 2-3, 269-290 (2008).
Classification: C70 C80
93
Mathematics for middle school teachers: Choices, successes, and challenges. (English)
Mont. Math. Enthus. 5, No. 2-3, 305-314 (2008).
Classification: B50 D39
94
Mathematics and the world: What do teachers recognize as mathematics in real world practice. (English)
Mont. Math. Enthus. 5, No. 2-3, 291-304 (2008).
Classification: B50 C29
95
The political context of the National Mathematics Advisory Panel. (English)
Mont. Math. Enthus. 5, No. 2-3, 415-422 (2008).
Classification: B10 D30
96
Three strikes. (English)
Mont. Math. Enthus. 5, No. 2-3, 399-414 (2008).
Classification: B10 D30
97
E(race)ing race from a national conversation on mathematics teaching and learning: The national mathematics advisory panel as white institutional space. (English)
Mont. Math. Enthus. 5, No. 2-3, 387-38698 (2008).
Classification: B10 C60 D30
98
Mathematical cognition and the final report of the national mathematics advisory panel: A critical, cultural-historical activity theoretic analysis. (English)
Mont. Math. Enthus. 5, No. 2-3, 371-386 (2008).
Classification: B10 D30 C60
99
The brachistochrone problem: Mathematics for a broad audience via a large context problem. (English)
Mont. Math. Enthus. 5, No. 2-3, 169-183 (2008).
Classification: A30 G70 I40
100

Result 81 to 100 of 166 total

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