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Open fundamental problems ‒ a possible key even and especially for the structuring of inclusive mathematics lessons. (Offene substanzielle Aufgaben ‒ Ein möglicher Schlüssel auch und gerade für die Gestaltung inklusiven Mathematikunterrichts.) (German)
Benölken, Ralf (ed.) et al., Individuelles Fördern im Kontext von Inklusion. Tagungsband aus Anlass des zehnjährigen Bestehens des Projektes ‘Mathe für kleine Asse’ und des einjährigen Jubiläums des Projektes ‘MaKosi’. Münster: WTM-Verlag (ISBN 978-3-95987-001-6/pbk). Schriften zur Mathematischen Begabungsforschung 8, 203-213 (2016).
Classification: C92 D42 D52
221
Brain activity associated with logical inferences in geometry: focusing on students with different levels of ability. (English)
ZDM, Math. Educ. 48, No. 3, 321-335 (2016).
Classification: C80 C30 C40 G40
222
Collaborative lesson research: maximizing the impact of lesson study. (English)
ZDM, Math. Educ. 48, No. 4, 513-526 (2016).
Classification: C70 D20
223
Critical factors in the adaptation and implementation of Japanese lesson study in the Australian context. (English)
ZDM, Math. Educ. 48, No. 4, 501-512 (2016).
Classification: C70 D49 D50 B50
224
Revitalising mathematics classroom teaching through lesson study (LS): a Malaysian case study. (English)
ZDM, Math. Educ. 48, No. 4, 485-499 (2016).
Classification: C70 D40
225
Writing mathematics. (Mathematik schreiben.) (German)
Paravicini, Walther (ed.) et al., Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2014. Beiträge zum gleichnamigen Symposium am 7. und 8. November 2014 an der Westfälischen Wilhelms-Universität Münster. Münster: WTM-Verlag (ISBN 978-3-942197-99-1/pbk+ebook). Schriften zur Hochschuldidaktik Mathematik 2, 187-200 (2016).
Classification: C55 E45 D45
226
“And how should I write this down now?" On good notes, approaches in the writing process and writing support. (“Und wie soll ich das jetzt aufschreiben?" Über gutes Aufschreiben, Einstellungen im Schreibprozess und Schreibförderung.) (German)
Paravicini, Walther (ed.) et al., Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2014. Beiträge zum gleichnamigen Symposium am 7. und 8. November 2014 an der Westfälischen Wilhelms-Universität Münster. Münster: WTM-Verlag (ISBN 978-3-942197-99-1/pbk+ebook). Schriften zur Hochschuldidaktik Mathematik 2, 69-83 (2016).
Classification: C55 E45 D45 D75
227
Illustrative fostering of language development in primary school. Language and mathematics learning? (Anschauliche Sprachförderung in der Grundschule. Sprache und Mathematiklernen?) (German)
Math. Differ. 7, No. 2, 10-15 (2016).
Classification: C52 C32 D52 F32
228
Multilingual students’ agency in mathematics classrooms. (English)
Halai, Anjum (ed.) et al., Teaching and learning mathematics in multilingual classrooms. Issues for policy, practice and teacher education. Rotterdam: Sense Publishers (ISBN 978-94-6300-228-8/hbk; 978-94-6300-227-1/pbk; 978-94-6300-229-5/ebook). 109-124 (2016).
Classification: C50 C60 C70
229
Mathematics education and language diversity. Past, present and future. (English)
Halai, Anjum (ed.) et al., Teaching and learning mathematics in multilingual classrooms. Issues for policy, practice and teacher education. Rotterdam: Sense Publishers (ISBN 978-94-6300-228-8/hbk; 978-94-6300-227-1/pbk; 978-94-6300-229-5/ebook). 11-23 (2016).
Classification: C50 D20 A30
230
Which preschool mathematics competencies are most predictive of fifth grade achievement? (English)
Early Child. Res. Q. 36, 550-560 (2016).
Classification: C41 C33 F20 F30
231
Exemplary high school mathematics teachers’ reflections on teaching: a situated cognition perspective on content knowledge. (English)
Int. J. Educ. Res. 78, 1-12 (2016).
Classification: C39 C49 D39 B50
232
Mathematical tasks, study approaches, and course grades in undergraduate mathematics: a year-by-year analysis. (English)
Int. J. Math. Educ. Sci. Technol. 47, No. 3, 373-387 (2016).
Classification: C35 D55
233
Measuring conceptual understanding using comparative judgement. (English)
Int. J. Res. Undergrad. Math. Educ. 2, No. 2, 141-164 (2016).
Classification: C35 K75 I45 H20
234
Survey team on: conceptualisation of the role of competencies, knowing and knowledge in mathematics education research. (English)
ZDM, Math. Educ. 48, No. 5, 611-632 (2016).
Classification: C30 C40
235
Connecting observations of student and teacher learning: an examination of dialogic processes in lesson study discussions in mathematics. (English)
ZDM, Math. Educ. 48, No. 4, 555-569 (2016).
Classification: C30 C70 B50
236
Learning subjects in school ‒ being outsiders or insiders in the disciplinary discourses of mathematics and language 1. (English)
Int. J. Educ. Res. 78, 41-49 (2016).
Classification: C30 C50
237
The status of proving among US secondary mathematics teachers. (English)
Int. J. Sci. Math. Educ. 14, No. 6, 1113-1131 (2016).
Classification: C29 E50 D30
238
Using the Fennema-Sherman mathematics attitude scales with lower-primary teachers. (English)
Math. Educ. Res. J. 28, No. 2, 303-326 (2016).
Classification: C29
239
The mathematics attitudes and perceptions survey: an instrument to assess expert-like views and dispositions among undergraduate mathematics students. (English)
Int. J. Math. Educ. Sci. Technol. 47, No. 6, 917-937 (2016).
Classification: C25
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