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Constraints and affordances in bringing about shifts in practice towards developing reasoning in mathematics: a case study. (English)
Kaur, Berinderjeet (ed.) et al., Professional development of mathematics teachers. An Asian perspective. Singapore: Springer (ISBN 978-981-10-2596-9/hbk; 978-981-10-2598-3/ebook). Mathematics Education ‒ An Asian Perspective, 121-140 (2017).
Classification: D39 E59 C29
1
Working with parents to promote preschool children’s numeracy: teachers’ attitudes and beliefs. (English)
Phillipson, Sivanes (ed.) et al., Engaging families as children’s first mathematics educators. International perspectives. Singapore: Springer (ISBN 978-981-10-2551-8/hbk; 978-981-10-2553-2/ebook). Early Mathematics Learning and Development, 181-198 (2017).
Classification: D41 C61 C29 F21 F31
2
Problem solving in the classroom: the role of beliefs in the organization of lessons with the subject problem solving. (English)
Fritzlar, Torsten (ed.) et al., Problem solving in mathematics education. Proceedings of the 2015 joint 17th conference of ProMath and the 2nd GDM working group on problem solving, University of Halle-Wittenberg, Germany, September 3‒5, 2015. Münster: WTM-Verlag (ISBN 978-3-95987-012-2/pbk; 978-3-95987-013-9 /ebook). Ars Inveniendi et Dejudicandi 6, 201-213 (2016).
Classification: D50 C29 C70
3
Problem-orientation in mathematics teaching ‒ a conceptual approach to what does it mean? (English)
Fritzlar, Torsten (ed.) et al., Problem solving in mathematics education. Proceedings of the 2015 joint 17th conference of ProMath and the 2nd GDM working group on problem solving, University of Halle-Wittenberg, Germany, September 3‒5, 2015. Münster: WTM-Verlag (ISBN 978-3-95987-012-2/pbk; 978-3-95987-013-9 /ebook). Ars Inveniendi et Dejudicandi 6, 227-236 (2016).
Classification: D40 C29
4
Girls, mathematics and identity: creative approaches to gaining a girls’-eye view. (English)
Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 35, No. 3. Proceedings of the day conference, University of Reading, UK, November 7, 2015. London: British Society for Research into Learning Mathematics (BSRLM). 43-48 (2016).
Classification: C60 C20
5
Teachers’ beliefs about the discipline of mathematics and the use of technology in the classroom. (English)
Math. Educ. (Ank.) 11, No. 2, 395-419 (2016).
Classification: C29 U70
6
The incremental validity of beliefs and attitudes for predicting mathematics achievement. (English)
Learn. Individ. Differ. 50, 246-251 (2016).
Classification: C20
7
The problem of certainty in mathematics. (English)
Educ. Stud. Math. 92, No. 3, 379-393 (2016).
Classification: E20 D20 C20 E50
8
Mathematics education and the affective domain. (English)
Makar, Katie (ed.) et al., Research in mathematics education in Australasia 2012‒2015. Singapore: Springer (ISBN 978-981-10-1417-8/pbk; 978-981-10-1419-2/ebook). 73-96 (2016).
Classification: D20 C20 C60
9
A framework for assessing statistical knowledge for teaching based on the identification of conceptions of variability held by teachers. (English)
Ben-Zvi, Dani (ed.) et al., The teaching and learning of statistics. International perspectives. Cham: Springer (ISBN 978-3-319-23469-4/hbk; 978-3-319-23470-0/ebook). 315-325 (2016).
Classification: D20 C39 K49 K79 C29
10
The status of proving among US secondary mathematics teachers. (English)
Int. J. Sci. Math. Educ. 14, No. 6, 1113-1131 (2016).
Classification: C29 E50 D30
11
Domain-specific beliefs of school calculus. (English. German summary)
J. Math.-Didakt. 37, Suppl. 1, S131-S161 (2016).
Classification: C20 I10
12
Instructors’ use of technology in post-secondary undergraduate mathematics teaching: a local study. (English)
Int. J. Math. Educ. Sci. Technol. 47, No. 2, 216-232 (2016).
Classification: U75 C20 D45
13
Preservice and inservice teachers’ knowledge, beliefs, and instructional planning in primary school mathematics. (English)
Teach. Teach. Educ. 56, 1-13 (2016).
Classification: D39 C39 C29 C49 D49
14
The influence of preschool teachers’ content knowledge and mathematical ability beliefs on their sensitivity to mathematics in children’s play. (English)
Teach. Teach. Educ. 58, 174-184 (2016).
Classification: C49 C29 C39
15
Epistemological beliefs of prospective preschool teachers and their relation to knowledge, perception, and planning abilities in the field of mathematics: a process model. (English)
ZDM, Math. Educ. 48, No. 1-2, 125-137 (2016).
Classification: C29 C49 C39
16
Establishing validity of the Thai mathematics teaching efficacy beliefs instrument. (English)
Sch. Sci. Math. 116, No. 3, 164-172 (2016).
Classification: C29
17
Development and validation of the mathematics teachers’ beliefs about English language learners survey (MTBELL). (English)
Sch. Sci. Math. 116, No. 2, 83-94 (2016).
Classification: C29 C50 C60
18
Challenging teacher beliefs about student engagement in mathematics. (English)
J. Math. Teach. Educ. 19, No. 1, 33-55 (2016).
Classification: C29 C33
19
Can mathematical problem solving be taught? Preliminary answers from 30 years of research. (English)
Felmer, Patricio (ed.) et al., Posing and solving mathematical problems. Advances and new perspectives. Cham: Springer (ISBN 978-3-319-28021-9/hbk; 978-3-319-28023-3/ebook). Research in Mathematics Education, 117-135 (2016).
Classification: D50 D30 D20
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