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Result 41 to 60 of 1832 total

Understanding SoTL and its potential benefits. (English)
Dewar, Jacqueline M. (ed.) et al., Doing the scholarship of teaching and learning in mathematics. Washington, DC: The Mathematical Association of America (MAA) (ISBN 978-0-88385-193-7/pbk; 978-1-61444-318-6/ebook). MAA Notes 83, 3-11 (2015).
Classification: D20 D45 C15
41
Preservice teachers of high school mathematics: success, failure, and persistence in the face of mathematical challenges. (English)
Sch. Sci. Math. 115, No. 2, 56-65 (2015).
Classification: C29 C39 B50
42
Flipped statistics class results: better performance than lecture over one year later. (English)
J. Stat. Educ. 22, No. 3, 10 p., electronic only (2014).
Classification: K15 D45 U55
43
Making homework more meaningful. (English)
Math. Teach. Middle Sch. 20, No. 3, 160-165 (2014).
Classification: D43 D33
44
Professional noticing: developing responsive mathematics teaching. (English)
Teach. Child. Math. 21, No. 5, 294-303 (2014).
Classification: D40 C70
45
Optical topography of evoked brain activity during mental tasks involving whole number operations. (English)
Int. J. Math. Teach. Learn. 2014, 36 p., electronic only (2014).
Classification: C80 C30 D50 F30
46
Bridging intuitive and analytical thinking: four looks at the 2-glass puzzle. (English)
Learn. Math. 34, No. 3, 2-7 (2014).
Classification: C30 D70 D39
47
Explicit or implicit training of heuristics ‒ which one is better? (Explizites oder implizites Heurismentraining ‒ was ist besser?) (German. English summary)
Math. Didact. 37, 191-212 (2014).
Classification: D50 C30 C70
48
Development of an instrument to assess attitudes toward science, technology, engineering, and mathematics (STEM). (English)
Sch. Sci. Math. 114, No. 6, 271-279 (2014).
Classification: C22 C23
49
Action as a hermeneutic-phenomenological proposal for educational goals and its consequences when organising teacher training. (La acción como propuesta hermenéutico-fenomenológica para los objetivos educativos y sus consecuencias a la hora de organizar la formación del profesorado.) (Spanish. English summary)
Uno 20, No. 66, 47-57 (2014).
Classification: D29 D39 B50
50
Why some children fail? Analyzing a test and the possible signs of learning disorders in an answer sheet. (English)
Teach. Math. Comput. Sci. 12, No. 2, 251-268 (2014).
Classification: C30 D70 C90 D30
51
Digital-tool competencies in mathematics education. Lecture at the 2014 annual MNU meeting in Kassel. (Digitale Werkzeugkompetenzen im Mathematikunterricht. Vortrag auf dem MNU Jahreskongress 2014 in Kassel.) (German)
MNU, Math. Naturwiss. Unterr. 67, No. 5, 300-306 (2014).
Classification: U73 U74 D33 D34
52
Hattie’s study ‒ already forgotten? (Die Hattie-Studie ‒ schon vergessen?) (German)
Mathematik 5 bis 10, No. 27, 46-47 (2014).
Classification: D20 C30 C70
53
Investigating the dynamics of stochastic learning processes: a didactical research perspective, its methodological and theoretical framework, illustrated for the case of the short term-long term distinction. (English)
Chernoff, Egan J. (ed.) et al., Probabilistic thinking. Presenting plural perspectives. Dordrecht: Springer (ISBN 978-94-007-7154-3/hbk; 978-94-007-7155-0/ebook). Advances in Mathematics Education, 533-558 (2014).
Classification: K53 C33 D20 U63
54
About the study of John Hattie: visible learning from the perspective of didactics of mathematics. (Zur Studie von John Hattie: Visible Learning aus mathematikdidaktischer Perspektive.) (German)
Math. Lehren 31, No. 182, 42-44 (2014).
Classification: B10 C30 Reviewer: Renate Stürmer (Zweibrücken)
55
Hands on = brains on. (English)
Math. Teach. (Derby) 235, 40-43 (2013).
Classification: U73 I23 H33
56
The role of the teacher in groupwork. (English)
Math. Teach. (Derby) 235, 37-39 (2013).
Classification: D43 C73
57
On reflection. (English)
Math. Teach. (Derby) 236, 24-26 (2013).
Classification: C73 C79 D43 D49
58
On-line discussions about emerging mathematical ideas. (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). 2614-2623 (2013).
Classification: U50 C30 U70
59
Developing an intuitive concept of limit when approaching the derivative function. (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). 2574-2583 (2013).
Classification: I24 I44 U74
60

Result 41 to 60 of 1832 total

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