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How many jelly beans are in the jar? (English)
Math. Teach. Middle Sch. 21, No. 7, 424-430 (2016).
Classification: K43 D83 N23 U73
1
Analysis of heuristic strategies and evaluation of intuitive knowledge in the problem solving of the Kangaroo math competition. (Análisis de las estrategias heuristicas y valoración del conocimiento intuitivo en la resolución de problemas del concurso Canguro matemático.) (Spanish. English summary)
Quadrante 25, No. 1, 27-57 (2016).
Classification: D50 B60
2
Intuitive theoretical constructs as a continuous concomitant of children’s individual constructive learning. (Inklusive Theoriekonstrukte als stetige Begleiterscheinung des individuell konstruktiven Lernens von Kindern.) (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, 114-130 (2016).
Classification: C31 C32 C91 C92
3
Intuition and analytic processes in probabilistic reasoning: the role of time pressure. (English)
Learn. Individ. Differ. 45, 1-10 (2016).
Classification: K50 C30
4
What is the opposite of cat? A gentle introduction to group theory. (English)
Int. J. Math. Educ. Sci. Technol. 47, No. 1, 120-132 (2016).
Classification: H45
5
An analysis on mathematical problem solving via intuitive thinking of Korean and American 6th grade students. (Korean. English summary)
J. Korean Soc. Math. Educ., Ser. A, Math. Educ. 55, No. 1, 21-39 (2016).
Classification: D53 C33
6
Probabilistic paradoxes: can we reconcile intuition and rigor? (Paradoxes probabilistes: peut-on concilier intuition et rigueur?) (French)
Losanges 30, 3-12 (2015).
Classification: K50
7
There is, probably, no need for this presentation. (English)
Watson, Anne (ed.) et al., Task design in mathematics education. An ICMI study 22. Based on the conference, Oxford, UK, July 2013. Cham: Springer (ISBN 978-3-319-09628-5/hbk; 978-3-319-09629-2/ebook). New ICMI Study Series, 287-308 (2015).
Classification: D20 C30
8
On the psychology of mathematical problem solving by gifted students. (English)
Teach. Math. Comput. Sci. 13, No. 2, 289-301 (2015).
Classification: D50 C30 C20
9
The intuitiveness of the law of large numbers. (English)
ZDM, Math. Educ. 47, No. 5, 783-792 (2015).
Classification: K55 C35 C45
10
The two boys problem revisited. (English)
Math. Teach. (Derby) 245, 18-21 (2015).
Classification: K50 K70
11
Understanding risk through board games. (English)
Math. Enthus. 12, No. 1-3, 38-54 (2015).
Classification: K50 M40 C30 K90
12
On why it is easier to find two people with the same birthday then one other person with one’s own. (Warum es einfacher ist, zwei Personen mit gemeinsamem Geburtstag zu finden als eine Person, deren Geburtstag mit dem eigenen zusammenfällt.) (German)
Stoch. Sch. 35, No. 1, 32-33 (2015).
Classification: K50
13
The role of intuition in the process of objectification of mathematical phenomena from a Husserlian perspective: a case study. (English)
Educ. Stud. Math. 88, No. 1, 137-157 (2015).
Classification: C30 D20 E40 E50
14
Do mathematicians have a sixth sense? (Les mathématiciens ont-ils un sixième sens?) (French)
Losanges 26, 12-18 (2014).
Classification: D20 E20
15
Bridging intuitive and analytical thinking: four looks at the 2-glass puzzle. (English)
Learn. Math. 34, No. 3, 2-7 (2014).
Classification: C30 D70 D39
16
‘I sense’ and ‘I can’: framing intuitions in social interactions. (English)
Nicol, Cynthia (ed.) et al., Proceedings of the 38th conference of the International Group for the Psychology of Mathematics Education “Mathematics education at the edge", PME 38 held jointly with the 36th conference of PME-NA, Vancouver, Canada, July 15‒20, 2014, Vol. 2. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-362-3/v.2). 49-56 (2014).
Classification: C70 C20
17
Developing mathematical intuition of preschool children in the context of their readiness to commence school education. (Rozvoj matematickej intuície predškolských detí v kontexte pripravenosti na začiatok školskej dochádzky.) (Slovak. English summary)
Stud. Sci. Fac. Paedagog. 13, No. 1, 163-170 (2014).
Classification: C21 C31
18
On why it is easier to find two people with the same birthday than one other person with one’s own. (English)
Teach. Stat. 36, No. 2, 45-46 (2014).
Classification: K50
19
A closer look at the notorious birthday coincidences. (English)
Teach. Stat. 36, No. 2, 41-44 (2014).
Classification: K50
20
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