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Result 121 to 128 of 128 total

Why do Chinese students succeed in math class? Two Ohio teachers learn a key element ‒ parents! (English)
Ohio J. Sch. Math. 2003, No. 48, 23-26 (2003).
Classification: D20 C60
121
Empowering students mathematically requires mathematically-empowered teachers. (English)
Ohio J. Sch. Math. 2003, No. 47, 26-28 (2003).
Classification: D20 D30 C70 C30 C40
122
The growth of mastery math programs in Ohio high schools. (English)
Ohio J. Sch. Math. 2003, No. 47, 44-48 (2003).
Classification: B20 D30 B70 D20
123
Stimulating conversations: an example from a sixth-grade mathematics classroom. (English)
Ohio J. Sch. Math. 2002, No. 46, 21-26 (2002).
Classification: C73 D43 C53 F43
124
Lessons learned from a questioning adventure. (English)
Ohio J. Sch. Math. 2002, No. 46, 15-20 (2002).
Classification: C70
125
Understanding the concept of irrational numbers. A radiography of the problem and using history as an alternative to overcome: complementary approaches. (Comprension del concepto de numero irracional. Una radiografia del problema y uso de la historia como una alternativa de superacion: enfoques complementarios.) (Spanish. English summary)
Rev. Cienc. Mat. 19, No. 2, 170-176 (2001).
Classification: F50 A30
126
Dilemmas and a paradox ‒ secondary mathematics teachers’ knowledge of their teaching in multilingual classrooms. (English)
Teach. Teach. Educ. 11, No. 3, 263-274 (1995).
Classification: C53 C39
127
Self control and behaviour: efficacy of self-instructional techniques in the learning of arithmetical operations. (Autocontrol y comportamiento: efectividad de las técnicas autoinstruccionales en el aprendizaje de las operaciones aritméticas.) (Spanish. English summary)
Enseñ. Cienc. 4, No. 1, 23-29 (1986).
Classification: F32 D42 C72
128
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Result 121 to 128 of 128 total

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