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Result 1 to 20 of 169 total

Connecting the dots: the development of discourse in the reformed secondary mathematics classrooms in China. (English)
Far East J. Math. Educ. 16, No. 1, 57-68 (2016).
Classification: C70 C50 D40
1
Rituals and right answers: barriers and supports to autonomous activity. (English)
Educ. Stud. Math. 91, No. 3, 327-348 (2016).
Classification: C50 C70 D40
2
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
3
Using real-life context to mediate mathematics teaching and learning. (English)
Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 35, No. 2. Proceedings of the day conference, Durham University, UK, June 6, 2015. London: British Society for Research into Learning Mathematics (BSRLM). 58-63 (2015).
Classification: D44 D34 C34 D54
4
Observing teaching. (English)
Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 35, No. 2. Proceedings of the day conference, Durham University, UK, June 6, 2015. London: British Society for Research into Learning Mathematics (BSRLM). 94-99 (2015).
Classification: D39 D49
5
Positioning during group work on a novel task in Algebra II. (English)
J. Res. Math. Educ. 46, No. 4, 378-422 (2015).
Classification: D40 C70 C60
6
Access and equity in mathematics education. (English)
Rogerson, Alan (ed.), The mathematics education for the future project. Proceedings of the 13th international conference ‘Mathematics education in a connected world’, Catania, Sicily, Italy, September 16‒21, 2015. Münster: WTM-Verlag (ISBN 978-3-942197-44-1/pbk; 978-3-942197-86-1/ebook). Conference Proceedings in Mathematics Education 1, 317-325 (2015).
Classification: C70 C50 C20 D50 D40
7
Saming, reification, and encapsulation in dynamic calculus environment. (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). 473-481 (2015).
Classification: U74 I14
8
Investigating teachers’ appraisal of unexpected moments and underlying values: an exploratory case in the context of changing mathematics classroom discourse. (English)
Res. Math. Educ. 17, No. 3, 163-182 (2015).
Classification: C70 C50 C29
9
Achieving coherence in the mathematics classroom: toward a framework for examining instructional coherence. (English)
Fan, Lianghuo (ed.) et al., How Chinese teach mathematics. Perspectives from insiders. Hackensack, NJ: World Scientific (ISBN 978-981-4415-81-1/hbk; 978-981-4415-83-5/ebook). Series on Mathematics Education 6, 111-148 (2015).
Classification: C70 C50
10
Characteristics of second graders’ mathematical writing. (English)
Sch. Sci. Math. 115, No. 7, 344-355 (2015).
Classification: C52 E42 G42 G32
11
Univocal and dialogic discourse in secondary mathematics classrooms: the case of attending to precision. (English)
ZDM, Math. Educ. 47, No. 7, 1285-1298 (2015).
Classification: C50 C70 D40
12
Considering the classroom space: towards a multimodal analysis of the pedagogical discourse. (English)
Gellert, Uwe (ed.) et al., Educational paths to mathematics. A C.I.E.A.E.M. sourcebook. Collected papers based on the presentations at the 63rd and 64th conference, Barcelona, Spain, summer 2011 and Rhodes, Greece, summer 2012. Cham: Springer (ISBN 978-3-319-15409-1/hbk; 978-3-319-15410-7/ebook). Advances in Mathematics Education, 225-236 (2015).
Classification: C70 D40
13
Young children reasoning about symmetry in a dynamic geometry environment. (English)
ZDM, Math. Educ. 47, No. 3, 421-434 (2015).
Classification: G42 U72
14
Is the derivative a function? If so, how do we teach it? (English)
Educ. Stud. Math. 89, No. 2, 233-250 (2015); erratum ibid. 90, No. 2, 231 (2015).
Classification: I40
15
Different types of student comments in the mathematics classroom. (English)
J. Math. Behav. 38, 29-40 (2015).
Classification: C73 C53
16
Effects of a classroom discourse intervention on teachers’ practice and students’ motivation to learn mathematics and science. (English)
Learn. Instr. 35, 94-103 (2015).
Classification: C70 C23 D39 D40
17
Scaffolding learning for independence: clarifying teacher and teaching assistant roles for children with special educational needs. (English)
Learn. Instr. 36, 1-10 (2015).
Classification: C40 C90 D40 C70
18
A framework for describing mathematics discourse in instruction and interpreting differences in teaching. (English)
Afr. J. Res. Math. Sci. Technol. Educ. 19, No. 3, 237-254 (2015).
Classification: D40 C70 C50
19
Learning what works: promoting small-group discussions. (English)
Math. Teach. Middle Sch. 19, No. 7, 414-419 (2014).
Classification: C53 C73
20
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Result 1 to 20 of 169 total

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