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Result 1 to 20 of 338 total

The use of the textbook as an artefact in the classroom. A case study in the light of a socio-didactical tetrahedron. (English. German summary)
J. Math.-Didakt. 37, No. 2, 349-374 (2016).
Classification: D40 D30 U20
1
Student actions as elements of competence models. (Schülerhandlungen als Elemente fachdidaktisch motivierter Kompetenzmodellierungen.) (German. English summary)
J. Math.-Didakt. 37, No. 2, 289-317 (2016).
Classification: C70 C30 I20
2
Professional competence of early childhood educators in mathematics education ‒ a theory based competence model. (Mathematikdidaktische Kompetenz von Fachkräften im Elementarbereich ‒ ein theoriebasiertes Kompetenzmodell.) (German. English summary)
J. Math.-Didakt. 37, No. 2, 263-287 (2016).
Classification: C49 D39
3
Professional development of teachers using central performance tests ‒ results from the project VELM-8. (Qualifizierung von Lehrkräften zum konstruktiven Umgang mit zentralen Lernstandserhebungen ‒ Ergebnisse aus dem Projekt VELM-8.) (German. English summary)
J. Math.-Didakt. 37, No. 2, 319-348 (2016).
Classification: B50 D39 D60
4
Mathematics of participation: Arrow’s theorem ‒ a subject orientated didactical proposal. (Mathematik der Partizipation: der Satz von Arrow ‒ ein stoffdidaktischer Vorschlag.) (German. English summary)
J. Math.-Didakt. 37, No. 1, 83-105 (2016).
Classification: M70
5
Aspects and “Grundvorstellungen” of the concepts of derivative and integral. Subject matter-related didactical perspectives of concept formation. (English. German summary)
J. Math.-Didakt. 37, Suppl. 1, S99-S129 (2016).
Classification: I40 I50 C30
6
Differentials as prognoses. A basic idea as starting point of concept development in calculus. (Differentiale als Prognosen. Eine Grundvorstellung als Ausgangspunkt analytischer Begriffsbildung.) (German. English summary)
J. Math.-Didakt. 37, No. 1, 55-82 (2016).
Classification: I40 D80
7
Specifying and structuring mathematical topics. A four-level approach for combining formal, semantic, concrete, and empirical levels exemplified for exponential growth. (English. German summary)
J. Math.-Didakt. 37, Suppl. 1, S33-S67 (2016).
Classification: I20 C30 D30
8
Functions, data and models: connecting central topics of the mathematics curriculum. (Funktionen, Daten und Modelle: vernetzende Zugänge zu zentralen Themen der (Schul-)Mathematik.) (German. English summary)
J. Math.-Didakt. 37, No. 1, 107-139 (2016).
Classification: I20 I40 K80 K40 M10
9
Subject matter analysis with a perspective on teacher education ‒ the case of Galois theory as a theory of symmetry. (English. German summary)
J. Math.-Didakt. 37, Suppl. 1, S163-S191 (2016).
Classification: H49 D39
10
An analysis of commercial arithmetics ‒ the relevance of Arnold Kirsch’s approaches for current learning processes in teacher education. (Eine Analyse der sogenannten Schlussrechnung ‒ Die Relevanz der Ansätze von Arnold Kirsch für aktuelle Lernprozesse in der Lehrerausbildung.) (German. English summary)
J. Math.-Didakt. 37, No. 1, 31-53 (2016).
Classification: F80 D70 D39
11
The comparison measurement theory and its application to basic research in didactics of mathematics. (Die Vergleichstheorie des Messens und ihre Anwendung in der mathematikdidaktischen Grundlagenforschung.) (German. English summary)
J. Math.-Didakt. 37, No. 1, 5-30 (2016).
Classification: F70 C30
12
Making logarithms accessible ‒ operational and structural basic models for logarithms. (English. German summary)
J. Math.-Didakt. 37, Suppl. 1, S69-S98 (2016).
Classification: F50 H30 C30
13
Conceptions of proof and proving in mathematics education ‒ an analysis of the development of ideas in the didactics of mathematics. (Didaktisch orientierte Beweiskonzepte ‒ eine Analyse zur mathematikdidaktischen Ideenentwicklung.) (German. English summary)
J. Math.-Didakt. 37, No. 1, 141-179 (2016).
Classification: E50 C50 A30
14
Axiomatic thinking and working in teaching mathematics. (Axiomatisches Denken und Arbeiten im Mathematikunterricht.) (German. English summary)
J. Math.-Didakt. 37, No. 1, 181-208 (2016).
Classification: E40 E50 C30 K50 D30 A30
15
Fundamental ideas as a guiding category in mathematics education ‒ early understandings, developments in German-speaking countries and relations to subject matter didactics. (English. German summary)
J. Math.-Didakt. 37, Suppl. 1, S193-S223 (2016).
Classification: D30 C30 D40 D20
16
A view on subject matter didactics from the left side of the Rhine. (English. German summary)
J. Math.-Didakt. 37, Suppl. 1, S255-S273 (2016).
Classification: D20 A30
17
“Grundvorstellungen” as a category of subject-matter didactics. (English. German summary)
J. Math.-Didakt. 37, Suppl. 1, S225-S254 (2016).
Classification: D20 C30
18
On the relevance of epistemological awareness for classroom practices of teachers. (Zur Bedeutung epistemologischer Bewusstheit für didaktisches Handeln von Lehrkräften.) (German. English summary)
J. Math.-Didakt. 37, No. 1, 239-262 (2016).
Classification: D20 C70
19
Domain-specific beliefs of school calculus. (English. German summary)
J. Math.-Didakt. 37, Suppl. 1, S131-S161 (2016).
Classification: C20 I10
20
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