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Result 101 to 120 of 143 total

Engaging students with mathematical tasks in a large class. (English)
Shimizu, Yoshinori (ed.) et al., Mathematical tasks in classrooms around the world. Rotterdam: Sense Publishers (ISBN 978-94-6091-148-4/pbk; 978-94-6091-149-1/hbk; 978-94-6091-150-7/ebook). The Learner’s Perspective Study 3, 63-86 (2010).
Classification: C70 D50 G40
101
Mathematical tasks as catalysts for student talk: analysing discourse in a Norwegian mathematics classroom. (English)
Shimizu, Yoshinori (ed.) et al., Mathematical tasks in classrooms around the world. Rotterdam: Sense Publishers (ISBN 978-94-6091-148-4/pbk; 978-94-6091-149-1/hbk; 978-94-6091-150-7/ebook). The Learner’s Perspective Study 3, 35-62 (2010).
Classification: C70 C50
102
A study of mathematical tasks from three classrooms in Singapore. (English)
Shimizu, Yoshinori (ed.) et al., Mathematical tasks in classrooms around the world. Rotterdam: Sense Publishers (ISBN 978-94-6091-148-4/pbk; 978-94-6091-149-1/hbk; 978-94-6091-150-7/ebook). The Learner’s Perspective Study 3, 15-33 (2010).
Classification: C70 D30 D40 D50
103
The role of multistage tasks in developing creative activities among mathematics teachers. (English)
Ann. Pol. Math. Soc., Ser. V, Didact. Math. 33, 119-140 (2010).
Classification: B50 G40 D50 C70
104
Reflections in the class room: the broken mirror. (Reflejos en el aula: el espejo roto.) (Spanish. English summary)
Números, No. 75, 97-103 (2010).
Classification: D50
105
Mathematical thinking and task design. (English)
Ir. Math. Soc. Bull. 66, 39-49 (2010).
Classification: C30 D40 D50 E50 Reviewer: Fiacre O’Cairbre (Maynooth)
106
The number line: An auxiliary means or an obstacle? (English)
Int. J. Math. Teach. Learn. 2010, 1-12 (2010).
Classification: F22 D42 C72
107
Mathematics tasks as experiential therapy for elementary preservice teachers. (English)
Int. J. Math. Teach. Learn. 2010, 1-22 (2010).
Classification: B50
108
Exploring the quality of the mathematical tasks in the new Turkish elementary school mathematics curriculum guidebook: the case of algebra. (English)
ZDM, Int. J. Math. Educ. 42, No. 5, 483-491 (2010).
Classification: C32 C33 D32 D33 D52 D53
109
Collaborative teacher inquiry as a tool for building theory on the development and use of rich mathematical tasks. (English)
J. Math. Teach. Educ. 13, No. 3, 201-221 (2010).
Classification: B50 D50 D40
110
The role of prediction in the teaching and learning of mathematics. (English)
Int. J. Math. Educ. Sci. Technol. 41, No. 5, 595-608 (2010).
Classification: C30 C60 D50 D20
111
Different versions of the ‘same’ task: continuous being and discrete action. (English)
Bergsten, Christer (ed.) et al., Perspectives on mathematical knowledge. Proceedings of MADIF 6, the 6th Swedish mathematics education research seminar, Stockholm, Sweden, January 29‒30, 2008. Linköping: Svensk Förening för MatematikDidaktisk Forskning (ISBN 91-973934-5-2/pbk). Skrifter vrån Svensk Förening för MatematikDidaktisk Forskning (SMDF) 6, 107-115 (2009).
Classification: D50 D30
112
Identifying modelling tasks. (English)
Paditz, Ludwig (ed.) et al., Proceedings of the 10th international conference “Models in Developing Mathematics Education”, Dresden, Saxony, Germany, September 11‒17, 2009. Dresden: Hochschule für Technik und Wirtschaft (ISBN 83-919465-9-2). 399-403 (2009).
Classification: D50 M10
113
The role of contextual, conceptual and procedural knowledge in activating mathematical competencies (PISA). (English)
Educ. Stud. Math. 71, No. 2, 123-143 (2009).
Classification: D69 B52 B53 D29 D39
114
How a Chinese teacher improved classroom teaching in Teaching Research Group: a case study on Pythagoras theorem teaching in Shanghai. (English)
ZDM, Int. J. Math. Educ. 41, No. 3, 279-296 (2009).
Classification: D40 D10 G40 G30
115
Teaching and understanding mathematical modelling through Fermi-problems. (English)
Clarke, Barbara (ed.) et al., Tasks in primary mathematics teacher education. Purpose, use and exemplars. New York, NY: Springer (ISBN 978-0-387-09668-1/hbk; 978-0-387-09669-8/e-book). Mathematics Teacher Education 4, 131-146 (2009).
Classification: D52 D42 F32
116
Investigating the guidance offered to teachers in curriculum materials: the case of proof in mathematics. (English)
Int. J. Sci. Math. Educ. 6, No. 1, 191-215 (2008).
Classification: D30 B70 E50
117
The study of functional relationships and the development of the concept of variable in 8th grade students. (O estudo de relações funcionais e o desenvolvimento do conceito de variável em alunos do $8.^\circ$ ano.) (Portuguese. English summary)
Relime 11, No. 2, 195-231 (2008).
Classification: H33 I23 C33 D23
118
Notes on “perpetual question” of problem solving: How can learners best be taught problem-solving skills? (English)
J. Korea Soc. Math. Educ. Ser. D 12, No. 3, 179-191 (2008).
Classification: D53 D54 U40
119
So girls really can calculate? In-depth analysis of gender-specific differences in mathematics on the basis of the International Literacy Study PIRLS. (Können Mädchen doch rechnen? Vertiefende Analysen zu Geschlechtsdifferenzen im Bereich Mathematik auf Basis der Internationalen Grundschul-Lese-Untersuchung IGLU.) (German. English summary)
Z. Erziehungswiss. 11, No. 1, 30-46 (2008).
Classification: C42 D62 C62 C32
120

Result 101 to 120 of 143 total

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