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Result 1 to 20 of 1205 total

Erratum to: “Proportional reasoning in the laboratory: an intervention study in vocational education”. (English)
Educ. Stud. Math. 93, No. 3, 399 (2016).
Classification: M20 M67 U77 F87
1
Three concepts or one? Students’ understanding of basic limit concepts. (English)
Educ. Stud. Math. 93, No. 3, 315-332 (2016).
Classification: I30 I20 C30
2
Students’ use of variables and multiple representations in generalizing functional relationships prior to secondary school. (English)
Educ. Stud. Math. 93, No. 3, 333-361 (2016).
Classification: H23 H33 C33
3
Turn vs. shape: teachers cope with incompatible perspectives on angle. (English)
Educ. Stud. Math. 93, No. 2, 223-243 (2016).
Classification: G49 C39
4
Instrumented learning of properties in geometry: propaedeutics for the acquisition of proving competencies. (L’apprentissage instrumenté de propriétés en géométrie: propédeutique à l’acquisition d’une compétence de démonstration.) (French. English summary)
Educ. Stud. Math. 93, No. 2, 195-221 (2016).
Classification: G43 U73
5
Students’ distributive reasoning with fractions and unknowns. (English)
Educ. Stud. Math. 93, No. 2, 245-263 (2016).
Classification: F40 H20 H30
6
Coding teaching for simultaneity and connections. Examining teachers’ part-whole additive relations instruction. (English)
Educ. Stud. Math. 93, No. 3, 293-313 (2016).
Classification: F32 D42
7
Oral counting sequences: a theoretical discussion and analysis through the lens of representational redescription. (English)
Educ. Stud. Math. 93, No. 2, 175-193 (2016).
Classification: F21 F22 F31 F32 C31 C32
8
Bridging the gap between graphical arguments and verbal-symbolic proofs in a real analysis context. (English)
Educ. Stud. Math. 93, No. 2, 155-173 (2016).
Classification: E50
9
Categorizing and promoting reversibility of mathematical concepts. (English)
Educ. Stud. Math. 93, No. 2, 137-153 (2016).
Classification: D30 C30 E40
10
Analysis of a teacher’s pedagogical arguments using Toulmin’s model and argumentation schemes. (English)
Educ. Stud. Math. 93, No. 3, 383-397 (2016).
Classification: C59 E59
11
Pre-service teachers’ conceptions of effective teacher talk: their critical reflections on a sample teacher-student dialogue. (English)
Educ. Stud. Math. 93, No. 3, 363-381 (2016).
Classification: C50 C29
12
Insights from students’ private work in their notebooks: how do students learn from the teacher’s examples? (English)
Educ. Stud. Math. 93, No. 3, 275-292 (2016).
Classification: C30 D30 D40
13
Jonathan M Borwein (1951‒2016): exploring, experiencing and experimenting in mathematics ‒ an inspiring journey in mathematics. (English)
Educ. Stud. Math. 93, No. 2, 131-136 (2016).
Classification: A30
14
Kindergarten teachers’ orchestration of mathematical activities afforded by technology: agency and mediation. (English)
Educ. Stud. Math. 93, No. 1, 1-17 (2016).
Classification: U71 D41
15
Students’ use of slope conceptualizations when reasoning about the line of best fit. (English)
Educ. Stud. Math. 92, No. 2, 163-177 (2016).
Classification: K83 C33
16
Transfer of solutions to conditional probability problems: effects of example problem format, solution format, and problem context. (English)
Educ. Stud. Math. 93, No. 1, 67-85 (2016).
Classification: K50 D50
17
Erratum to: “Putting the unit in pre-service secondary teachers’ unit circle". (English)
Educ. Stud. Math. 92, No. 2, 243 (2016).
Classification: G60 G40
18
Putting the unit in pre-service secondary teachers’ unit circle. (English)
Educ. Stud. Math. 92, No. 2, 221-241 (2016); erratum ibid. 92, No. 2, 243 (2016).
Classification: G60 G40
19
Reinventing fractions and division as they are used in algebra: the power of preformal productions. (English)
Educ. Stud. Math. 92, No. 2, 245-278 (2016).
Classification: F40 H30
20
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