Result 61 to 80 of 279 total
Filling bottles with water. (English)
Math. Teach. (Reston) 105, No. 7, 542-548 (2012).
61
Penny drop. (English)
Math. Teach. Middle Sch. 18, No. 3, 136-139 (2012).
62
Where does it fall to now? Observing, reasoning, and explaining with the Galton board. (Wo fällt sie denn hin? Am Galton-Brett beobachten, argumentieren und erklären.) (German)
Mathematik 5 bis 10, No. 19, 10-11 (2012).
63
The tower of Hanoi. Teaching mathematics with a puzzle game. (Der Turm von Hanoi. Mathematikunterricht mit einem Knobelspiel.) (German)
PM Prax. Math. Sch. 54, No. 48, 36-42 (2012).
64
A stochastic model for the $3x+1$ problem. (Ein stochastisches Modell für das $3x+1$-Problem.) (German)
Mathematikunterricht 58, No. 6, 51-60 (2012).
65
Probability in primary education? Possible? Sure! (Wahrscheinlichkeit in der Grundschule? Möglich? Sicher!) (German)
Grundsch. Math. 2012, No. 32, 40-43 (2012).
66
Mathematics in a windscreen wiper. How simulating supports mathematical model building. (Mathematik im Scheibenwischer. Wie Simulieren das Mathematisieren unterstützt.) (German)
Math. Lehren, No. 174, 15-19 (2012).
67
Simulating: experimenting with models. (Simulieren: mit Modellen experimentieren.) (German)
Math. Lehren, No. 174, 2-6 (2012).
68
Spreadsheet calculation ‒ get on please! (Tabellenkalkulation ‒ einsteigen bitte!) (German)
PM Prax. Math. Sch. 54, No. 43, 2-9 (2012).
69
Throwing dice with pencils. Statistical inference between reality and simulation. (Mit Bleistiften würfeln. Beurteilende Statistik zwischen Realität und Simulation.) (German)
PM Prax. Math. Sch. 54, No. 43, 30-35 (2012).
70
The potential of a culturally based supplemental mathematics curriculum to improve the mathematics performance of Alaska native and other students. (English)
J. Res. Math. Educ. 43, No. 1, 75-113 (2012).
71
Communicating experience of 3D space: mathematical and everyday discourse. (English)
Math. Think. Learn. 14, No. 3, 199-225 (2012).
72
Rosettes and chains of fractional conic sections. (Rosetten und Ketten von Bruch-Kegelschnitten.) (German)
MNU, Math. Naturwiss. Unterr. 65, No. 1, 9-14 (2012).
73
Experimental approaches to theoretical thinking: artefacts and proofs. With a response by Jonathan M. Borwein and Judy-anne Osborn. (English)
Hanna, Gila (ed.) et al., Proof and proving in mathematics education. The 19th ICMI study. Berlin: Springer (ISBN 978-94-007-2128-9/hbk; 978-94-007-2129-6/ebook). New ICMI Study Series 15, 97-143 (2012).
74
Who says repetition is boring? (English)
Math. Sch. (Leicester) 40, No. 3, 35-37 (2011).
75
Solving geometric problems through experimental mathematics: use of dynamic geometry software to construct an unknown locus. (Resolución de problemas por medio de matemática experimental: uso de software de geometría dinámica para la construcción de un lugar geométrico desconocido.) (Spanish. English summary)
Rev. Integr. 29, No. 2, 163-174 (2011).
76
With a number sequence up to 100 ‒ who can do it? Analysing a linear Diophantine equation. (Mit einer Zahlenfolge bis 100 ‒ wer kriegt’s hin? Eine lineare diophantische Gleichung auswerten.) (German)
Math. Lehren, No. 169, 41-43 (2011).
77
Effects of integrating multimedia into the third grade mathematics curriculum to improve student learning. (English)
J. Educ. Technol. Syst. 40, No. 3, 251-271 (2011-2012).
78
Developing students\rq capacity for constructing proofs through discourse. (English)
Math. Teach. (Reston) 105, No. 2, 140-145 (2011).
79
Cooperative mathematics education with Web 2.0 technologies. (Kooperativer Mathematikunterricht mit Web 2.0-Technologien.) (German)
Didaktikh., Schriftenr. Didakt. Math. Höheren Sch. 44, 15 p. (2011).
80
Result 61 to 80 of 279 total
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