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The comparison measurement theory and its application to basic research in didactics of mathematics. (Die Vergleichstheorie des Messens und ihre Anwendung in der mathematikdidaktischen Grundlagenforschung.) (German. English summary)
J. Math.-Didakt. 37, No. 1, 5-30 (2016).
Classification: F70 C30
1
Does amotivation matter more than motivation in predicting mathematics learning gains? A longitudinal study of sixth-grade students in France. (English)
Contemp. Educ. Psychol. 44-45, 41-53 (2016).
Classification: C23 C33
2
Applying the integrated trans-contextual model to mathematics activities in the classroom and homework behavior and attainment. (English)
Learn. Individ. Differ. 45, 166-175 (2016).
Classification: C23 C43 C63
3
Stochastic extreme value problems in the bin-occupancy model. II: Maxima of waiting times and coupon collector problems. (Stochastische Extremwertprobleme im Fächer-Modell. II: Maxima von Wartezeiten und Sammelbilderprobleme.) (German)
Stoch. Sch. 36, No. 1, 2-9 (2016).
Classification: K60 K90 M40
4
A first course in mathematical logic and set theory. (English)
Hoboken, NJ: John Wiley \& Sons (ISBN 978-0-470-90588-3/hbk; 978-1-118-54801-1/ebook). xix, 443~p. (2016).
Classification: E35 E65 Reviewer: Jānis Cīrulis (Riga)
5
Teacher noticing: enlightening or blinding? (English)
ZDM, Math. Educ. 48, No. 1-2, 227-238 (2016).
Classification: D20 C70 C39 C49
6
Employing rapid prototyping design technologies to support contextualized mathematics education. (English)
J. Comput. Math. Sci. Teach. 34, No. 4, 455-483 (2015).
Classification: M82 U72 F92
7
Modeling with graphs. (English)
Consortium 109, 6-18 (2015).
Classification: K30 U40
8
Stochastic extreme value problems in the bin-occupancy model. I: Minima of waiting times and collision problems. (Stochastische Extremwertprobleme im Fächer-Modell. I: Minima von Wartezeiten und Kollisionsprobleme.) (German)
Stoch. Sch. 35, No. 3, 24-30 (2015).
Classification: K60 K90 M40
9
Sports betting and major events as a chance. (Sportwetten und Großereignisse als Chance.) (German)
PM Prax. Math. Sch. 57, No. 66, 42-46 (2015).
Classification: K50 M90 D80 K90
10
With chance through school ‒ probability. (Mit Zufall durch die Schule ‒ Wahrscheinlichkeit.) (German)
PM Prax. Math. Sch. 57, No. 66, 2-9 (2015).
Classification: K50 D40
11
Problem solving: its assimilation to the teacher’s perspective. (English)
Philos. Math. Educ. J. 29, 12 p., electronic only (2015).
Classification: D20 D59 C29
12
Can game theory techniques be used to model classroom interactions? (English)
Math. Teach. (Derby) 245, 22-26 (2015).
Classification: M40 C70
13
A models and modeling approach to risk and uncertainty. (English)
Math. Enthus. 12, No. 1-3, 184-202 (2015).
Classification: M10 K50 K40 K70 K90
14
On desks and seats ‒ or: do we have to replace chairs back into the room? (Über Tische und Bänke ‒ oder: Muss man Stühle zurück ins Zimmer stellen?) (German)
Wurzel 49, No. 3-4, 56-60 (2015).
Classification: K50 K70
15
Teaching risk in school. (English)
Math. Enthus. 12, No. 1-3, 168-183 (2015).
Classification: K50 K70 K90 M10 D30
16
Good models and good representations are a support for learners’ risk assessment. (English)
Math. Enthus. 12, No. 1-3, 157-167 (2015).
Classification: K50 K90 K70 M10
17
Students’ competencies in working with functions in secondary mathematics education ‒ empirical examination of a competence structure model. (English)
Int. J. Sci. Math. Educ. 13, No. 3, 657-682 (2015).
Classification: I23 C43
18
Pedagogy of risk: why and how should we teach risk in high school math classes? (English)
Math. Enthus. 12, No. 1-3, 307-329 (2015).
Classification: D30 K90 C20 C60 K50 K70
19
Inadvertently or on purpose? On dealing with statistics. (Versehentlich oder mit Absicht? Über den Umgang mit Statistiken.) (German)
Mathematik 5 bis 10 30, 44-45 (2015).
Classification: D73 K13
20
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