Help on query formulation

Result 21 to 40 of 1697 total

A quantitative and qualitative comparison of homework structures in a multivariable calculus class. (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, 67-76 (2015).
Classification: D20 D45 I65 U75
21
(Re)discovering SoTL through a fundamental challenge: helping students transition to college calculus. (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, 59-65 (2015).
Classification: D20 D45 I15
22
Assessing the effectiveness of classroom visual cues. (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, 51-58 (2015).
Classification: D20 D45 C75 F55 I45
23
Resources for pursuing SoTL and going public. (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, 45-48 (2015).
Classification: D20 D45 C15
24
Gathering and analyzing evidence. (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, 19-44 (2015).
Classification: D20 D45 C15
25
Initiating a SoTL investigation. (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, 13-17 (2015).
Classification: D20 D45 C15
26
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
27
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
28
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
29
Professional noticing: developing responsive mathematics teaching. (English)
Teach. Child. Math. 21, No. 5, 294-303 (2014).
Classification: D40 C70
30
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
31
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
32
Hattie’s study ‒ already forgotten? (Die Hattie-Studie ‒ schon vergessen?) (German)
Mathematik 5 bis 10, No. 27, 46-47 (2014).
Classification: D20 C30 C70
33
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)
34
Hands on = brains on. (English)
Math. Teach. (Derby) 235, 40-43 (2013).
Classification: U73 I23 H33
35
The role of the teacher in groupwork. (English)
Math. Teach. (Derby) 235, 37-39 (2013).
Classification: D43 C73
36
On reflection. (English)
Math. Teach. (Derby) 236, 24-26 (2013).
Classification: C73 C79 D43 D49
37
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
38
“Finally, I feel like a student" ‒ experience with e-portfolios in university teaching. (“Endlich fühle ich mich wie eine Studentin" ‒ Erfahrungen mit ePortfolios in der Hochschullehre.) (German)
Bausch, Isabell (ed.) et al., Unterrichtsentwicklung und Kompetenzorientierung. Festschrift für Regina Bruder. Münster: WTM-Verlag (ISBN 978-3-942197-12-0/pbk). Festschriften der Mathematikdidaktik 1, 267-276 (2013).
Classification: U50 U70 D40
39
Developing creativity through collaborative problem solving. (English)
J. Math. Educ. Teach. Coll. 4, No. 2, 32-38 (2013).
Classification: D40 D50 D30 C70
40

Result 21 to 40 of 1697 total

Valid XHTML 1.0 Transitional Valid CSS!