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Result 121 to 140 of 2418 total

Using apps to visualize graph theory. (English)
Math. Teach. (Reston) 108, No. 8, 626-631 (2015).
Classification: K34 U74
121
How can technology support effectively formative assessment practices? A preliminary study. (English)
Amado, Nélia (ed.) et al., Proceedings of the 12th international conference on technology in mathematics teaching, ICTMT 12. Faro: University of Algarve (ISBN 978-989-8472-68-7). 293-302 (2015).
Classification: D60 U70
122
Improving progress through formative assessment in science and mathematics education (FASMED). (English)
Amado, Nélia (ed.) et al., Proceedings of the 12th international conference on technology in mathematics teaching, ICTMT 12. Faro: University of Algarve (ISBN 978-989-8472-68-7). 170-178 (2015).
Classification: D60 U70
123
Solving problems on the screen: digital tools supporting solving-and-expressing. (English)
Amado, Nélia (ed.) et al., Proceedings of the 12th international conference on technology in mathematics teaching, ICTMT 12. Faro: University of Algarve (ISBN 978-989-8472-68-7). 420-428 (2015).
Classification: D50 U70
124
Flipped calculus: a study of student performance and perceptions. (English)
PRIMUS, Probl. Resour. Issues Math. Undergrad. Stud. 25, No. 9-10, 847-860 (2015).
Classification: D45 C35 C25 U55 U85
125
Flipping undergraduate finite mathematics: findings and implications. (English)
PRIMUS, Probl. Resour. Issues Math. Undergrad. Stud. 25, No. 9-10, 814-832 (2015).
Classification: D45 N75 U55 U85
126
Fostering instructor knowledge of student thinking using the flipped classroom. (English)
PRIMUS, Probl. Resour. Issues Math. Undergrad. Stud. 25, No. 8, 724-735 (2015).
Classification: D45 C35 U55 U85
127
Openness and measurement: two principles for improving educational practice and shared instructional products. (English)
Math. Teach. Educ. 3, No. 2, 130-153 (2015).
Classification: D40 D39
128
Technology enhanced problem-based learning. (English)
Sullenger, Karen S. (ed.) et al., New ground. Pushing the boundaries of studying informal learning in science, mathematics, and technology. With a foreword by Jrène Rahm. Rotterdam: Sense Publishers (ISBN 978-94-6300-021-5/hbk; 978-94-6300-020-8/pbk; 978-94-6300-022-2/ebook). Bold Visions in Educational Research 46, 93-104 (2015).
Classification: D40 U70 D50 M10
129
Pinterest: a tool for lesson planning. (English)
Math. Teach. (Reston) 108, No. 6, 466-468 (2015).
Classification: D40 U70
130
Mathematics student teachers’ metaphors for technology in teaching mathematics. (English)
Bernack-Schüler, Carola (ed.) et al., Views and beliefs in mathematics education. Results of the 19th MAVI conference, Freiburg, Germany, September 25‒28, 2013. Wiesbaden: Springer Spektrum (ISBN 978-3-658-09613-7/pbk; 978-3-658-09614-4/ebook). Freiburger Empirische Forschung in der Mathematikdidaktik, 145-157 (2015).
Classification: C29 U70
131
The use of technology in calculus classrooms ‒ beliefs of high school teachers. (English)
Bernack-Schüler, Carola (ed.) et al., Views and beliefs in mathematics education. Results of the 19th MAVI conference, Freiburg, Germany, September 25‒28, 2013. Wiesbaden: Springer Spektrum (ISBN 978-3-658-09613-7/pbk; 978-3-658-09614-4/ebook). Freiburger Empirische Forschung in der Mathematikdidaktik, 133-144 (2015).
Classification: C29 U74 I14
132
Math teacher perspectives about computer use in teaching practices. (Perspetivas de professores de matemática sobre o uso de computadores nas práticas de ensino.) (Portuguese. English summary)
Amado, Nélia (ed.) et al., Proceedings of the 12th international conference on technology in mathematics teaching, ICTMT 12. Faro: University of Algarve (ISBN 978-989-8472-68-7). 710-717 (2015).
Classification: C29 U70 D40
133
The predictive nature of perceived learning fit on teachers’ intention to use DGS in geometry teaching. (English)
Amado, Nélia (ed.) et al., Proceedings of the 12th international conference on technology in mathematics teaching, ICTMT 12. Faro: University of Algarve (ISBN 978-989-8472-68-7). 303-311 (2015).
Classification: C20 C30 U70
134
Gender differences in high school student dispositions toward science, technology, engineering, and mathematics careers. (English)
J. Comput. Math. Sci. Teach. 34, No. 4, 395-408 (2015).
Classification: C20 C60 B40
135
A vision for education: transforming how formal systems are taught within mass lectures by using pen technology to create a personalized learning environment. (English)
Hammond, Tracy (ed.) et al., The impact of pen and touch technology on education. Cham: Springer (ISBN 978-3-319-15593-7/hbk; 978-3-319-15594-4/ebook). Human-Computer Interaction Series, 355-363 (2015).
Classification: U75 E35 E55
136
Using technology to pair cognitive demand of tasks to its appropriate community in a math classroom. (English)
Hammond, Tracy (ed.) et al., The impact of pen and touch technology on education. Cham: Springer (ISBN 978-3-319-15593-7/hbk; 978-3-319-15594-4/ebook). Human-Computer Interaction Series, 209-213 (2015).
Classification: U74 D34 D44
137
Analyzing trends in pen computing among K‒2 students through Flashcards application. (English)
Hammond, Tracy (ed.) et al., The impact of pen and touch technology on education. Cham: Springer (ISBN 978-3-319-15593-7/hbk; 978-3-319-15594-4/ebook). Human-Computer Interaction Series, 259-265 (2015).
Classification: U71 U72 U51 U52 F31 F32
138
Virtualising the quantitative research methods course: an Island-based approach. (English)
Stat. Educ. Res. J. 14, No. 2, 28-52, electronic only (2015).
Classification: U70 U50 K40 K70
139
Digital games and learning: what’s new is already old? (English)
Lowrie, Tom (ed.) et al., Digital games and mathematics learning. Potential, promises and pitfalls. Dordrecht: Springer (ISBN 978-94-017-9516-6/hbk; 978-94-017-9517-3/ebook). Mathematics Education in the Digital Era 4, 1-9 (2015).
Classification: U70 U50 C30 A20 A80
140

Result 121 to 140 of 2418 total

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