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Result 1 to 20 of 318 total

Provoking the construction of a structure for coordinating $n+1$ levels of units. (English)
J. Math. Behav. 40, Part B, 211-232 (2015).
Classification: C33 C83 F33 H23
1
Theories in practice: mathematics teaching and mathematics teacher education. (English)
ZDM, Int. J. Math. Educ. 45, No. 4, 623-631 (2013).
Classification: D20 B50
2
Procedural and conceptual knowledge: adults reviewing fractions. (English)
Adults Learn. Math. 7, No. 2, 39-65 (2012).
Classification: F48 C38
3
Piaget\rq s studies on quantity invariance. (Piagets Studien zur Mengeninvarianz.) (German)
Grundsch. Math. 2012, No. 34, 14-17 (2012).
Classification: C32 G32 F72
4
The splitting group. (English)
J. Res. Math. Educ. 43, No. 5, 557-583 (2012).
Classification: F43 C33
5
Children’s judgments of durations: a modified replication of Piaget’s study. (English)
Sch. Sci. Math. 112, No. 8, 476-482 (2012).
Classification: M52 M53 F72 F73
6
The “concrete-pictorial-abstract" heuristic. (English)
Math. Teach. (Derby), No. 228, 33-38 (2012).
Classification: B70 A40 B20 D10
7
Elapsed time: why is it so difficult to teach? (English)
J. Res. Math. Educ. 43, No. 3, 296-315 (2012).
Classification: D72 F72
8
Understanding conservation: A playful process. (English)
Aust. Prim. Math. Classr. 16, No. 4, 19-23 (2011).
Classification: C33
9
Piaget’s logic of meanings: still relevant today. (English)
Sch. Sci. Math. 111, No. 5, 249-252 (2011).
Classification: E40
10
Realizing the cognitive potential of children 5‒7 with a mathematics focus: Post-test and long-term effects of a 2-year intervention. (English)
Br. J. Educ. Psychol. 80, No. 3, 363-379 (2010).
Classification: C32
11
The mathematics of garlic. (English)
Math. Teach. (Reston) 104, No. 1, 22-28 (2010).
Classification: K74 K84 M14
12
Teaching proportional reasoning through familiar biology. (English)
Math. Teach. (Reston) 104, No. 3, 186-191 (2010).
Classification: F83
13
Piagetian cognitive level and the tendency to use intuitive rules when solving comparison tasks. (English)
Int. J. Sci. Math. Educ. 8, No. 2, 203-221 (2010).
Classification: C33 G33
14
On the difference between ‘weight’ and ‘heaviness’ in the sense of Piaget. (Korean. English summary)
J. Korea Soc. Math. Educ. Ser. A, Math. Educ. 47, No. 2, 221-224 (2008).
Classification: E29 E49
15
The constructive role of the conceptual metaphor in children’s arithmetic: a comparison and contrast of Piagetian and embodied learning perspectives. (English)
Philos. Math. Educ. J. 22, 17 p., electronic only (2007).
Classification: F31 F32 C31 C32
16
The pendulum: its place in science, culture and pedagogy. (English)
Sci. Educ. (Dordrecht) 13, No. 4-5, 261-277 (2004).
Classification: M50 E20
17
Piaget and mathematics education. (Piaget e a educação matemática.) (Portuguese)
Educ. Mat. Pesqui. 4, No. 1, 41-61 (2002).
Classification: C30 D20 D30
18
The operative principle as comprehensive and universal principle for the learning of mathematics. Didactic-methodical considerations concerning mathematics teaching at primary schools. Das operative Prinzip als umfassendes, allgemeingueltiges Prizip fuer das Mathematiklernen. Didaktisch-methodische Ueberlegungen zum Mathematikunterricht in der Grundschule. (German)
ZDM, Zentralbl. Didakt. Math. (Apr 1993) v. 25(2) p. 76-83. [ISSN 0044-4103]
Classification: D40
19
Advanced mathematical thinking. Fortgeschrittenes mathematisches Denken. (English)
ZDM, Zentralbl. Didakt. Math. (Apr 1993) v. 25(2) p. 65-66. Book review: Tall, D. (ed.): Advanced mathematical thinking, Dordrecht: Kluwer, 1991, 306 p. (Mathematics Education Library, Vol. 11), ISBN 0-7923-1456-5. [ISSN 0044-4103]
Classification: C35 I15
20
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