Help on query formulation

Result 21 to 40 of 352 total

The shift from “learner/doer of mathematics” to “teacher of mathematics”: a heuristic for teacher candidates. (English)
Math. Teach. Educ. Dev. 15, No. 1, 88-107 (2013).
Classification: D39 C39 C29
21
Intellectual engagement and other principles of mathematics instruction. (English)
Math. Teach. (Reston) 106, No. 6, 446-450 (2013).
Classification: D30 D40
22
Building a knowledge base: understanding prospective elementary teachers’ mathematical content knowledge. (English)
Int. J. Math. Teach. Learn. 2013, 34 p., electronic only (2013).
Classification: D39 D20
23
Post-structuralism and ethical practical action: issues of identity and power. (English)
J. Res. Math. Educ. 44, No. 1, 100-118 (2013).
Classification: C60 C20
24
Chinese students’ engagement with mathematics learning. (English)
Int. J. Math. Teach. Learn. 2013, 24 p., electronic only (2013).
Classification: C23 C63 C73 D43
25
Faculty attitudes toward the cultivation of student leaders. (English)
J. Math. Educ. Teach. Coll. 4, No. 1, 89-91 (2013).
Classification: C60 D30 D40 A40
26
Cognition and affect in mathematics problem solving with prospective teachers. (English)
Math. Enthus. 10, No. 1-2, 335-364 (2013).
Classification: D59 C39 C29
27
Mathematics anxiety and mathematical beliefs: what is the relationship in elementary pre-service teachers? (English)
Issues Undergrad. Math. Prep. Sch. Teach., J. 5, Teacher Attributes, 9 p. (2013).
Classification: C29
28
From failure to functionality: a study of the experience of vocational students with functional mathematics in further education. (English)
Smith, C. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 32, No. 3. Proceedings of the day conference, University of Cambridge, UK, June 17, 2012. London: British Society for Research into Learning Mathematics (BSRLM). 55-60 (2012).
Classification: C70 C20
29
Knowing mathematics to be a teacher. (English)
Math. Teach. Educ. Dev. 14, No. 2, 50-69 (2012).
Classification: C29 D79 D69 D39
30
The mathematical content knowledge and attitudes of New Zealand pre-service primary teachers. (English)
Math. Teach. Educ. Dev. 14, No. 2, 28-49 (2012).
Classification: C29 C39 D39 D79
31
Behaviour management in mathematics. (English)
Equals 18, No. 3, 14, electronic only (2012).
Classification: C70 C20 D40 D70
32
Mathematical proficiency and perseverance in action: the case of Maria and Andrew. (English)
J. Math. Educ. Teach. Coll. 3, No. 2, 67-73 (2012).
Classification: C70 C20 C30 D30
33
The relationships among mathematics teaching efficacy, mathematics self-efficacy, and mathematical beliefs for elementary pre-service teachers. (English)
Issues Undergrad. Math. Prep. Sch. Teach., J. 5, Teacher Attributes, 13 p., electronic only (2012).
Classification: C29 C49 B50
34
What matters most when students and teachers use interactive whiteboards in mathematics classrooms? (English)
Aust. Prim. Math. Classr. 17, No. 4, 3-7 (2012).
Classification: U50 C20
35
Voting changed my teaching approach. (English)
Teach. Child. Math. 19, No. 4, 248-253 (2012).
Classification: D42 C72
36
Teacher decisions about planning and assessment in primary mathematics. (English)
Aust. Prim. Math. Classr. 17, No. 3, 20-23 (2012).
Classification: D30 D60 B50 C29
37
What do the pupils think? (English)
Math. Teach. (Derby) 231, 17-19 (2012).
Classification: C20 C70
38
Learning about outdoor education through authentic activity. (English)
Math. Teach. (Derby), No. 227, 12-14 (2012).
Classification: D40 M10 B50
39
Does perceived teacher affective support matter for middle school students in mathematics classrooms? (English)
J. Sch. Psychol. 50, No. 2, 235-255 (2012).
Classification: C73
40

Result 21 to 40 of 352 total

Valid XHTML 1.0 Transitional Valid CSS!