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“Neriage" ‒ didactically well thought-out clearing work after a phase of problem solving. Taking a look at Japanese problem-solving lessons. (“Neriage" ‒ Didaktisch durchdachtes Aufräumen nach einer Problemlösephase. Einblicke in den japanischen Problemlöseunterricht.) (German)
PM Prax. Math. Sch. 58, No. 68, 22-26 (2016).
Classification: D50 F60 F90 G30
1
Talking circles promote equitable discourse. (English)
Math. Teach. (Reston) 109, No. 4, 256-260 (2015).
Classification: C50 C60 C70
2
Clickers and classroom voting in a transition to advanced mathematics course. (English)
PRIMUS, Probl. Resour. Issues Math. Undergrad. Stud. 25, No. 4, 326-338 (2015).
Classification: D45 U65
3
Using the five practices model to promote statistical discourse. (English)
Teach. Stat. 37, No. 1, 13-17 (2015).
Classification: D50 K40 K70 D50
4
From quiet straight lines to noisy grouped students: creating math discussions. (English)
Ohio J. Sch. Math. 71, 1-3 (2015).
Classification: D42 D43 D52 D53 C52 C53
5
Elementary school teachers’ facilitation of math talk. (English)
Proc. Jangjeon Math. Soc. 18, No. 4, 579-591 (2015).
Classification: C50 C70 D40 F30
6
The discursive construction of learning school mathematics. (English)
Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 34, No. 2. Proceedings of the day conference, University of Southampton, UK, June 14, 2014. London: British Society for Research into Learning Mathematics (BSRLM). 37-42 (2014).
Classification: C60 C70
7
The relevance of mathematics: the case of functional mathematics for vocational students. (English)
Pope, Sue (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Proceedings of the British congress of mathematics education, BCME-8, University of Nottingham, UK, April 14‒17, 2014. London: British Society for Research into Learning Mathematics (BSRLM). 89-96 (2014).
Classification: C27 M10
8
Differentiation in mathematics classrooms. (English)
Math. Teach. (Derby) 240, 43-46 (2014).
Classification: D40 D50
9
What role do errors have in the learning of mathematics? (English)
Math. Teach. (Derby) 240, 40 (2014).
Classification: D70 D40
10
Inspirational use of technology and Cockcroft 243. (English)
Math. Teach. (Derby) 243, 36-37 (2014).
Classification: D30 D40 U70 B20
11
A tool for rethinking teachers’ questioning. (English)
Math. Teach. Middle Sch. 20, No. 5, 294-302 (2014).
Classification: D43 C73 C53
12
Learning what works: promoting small-group discussions. (English)
Math. Teach. Middle Sch. 19, No. 7, 414-419 (2014).
Classification: C53 C73
13
Co-constructive learning discussions among primary pupils. Results of an empirical study on social interactions in mathematics lessons. (Ko-konstruktive Lerngespräche unter Grundschulkindern. Ergebnisse einer empirischen Studie zur sozialen Interaktion im Mathematikunterricht.) (German. English summary)
Math. Didact. 37, 86-117 (2014).
Classification: C62 D42 C72
14
Understanding the concept of variable through whole-class discussions: the community of inquiry from a Japanese perspective. (English)
Leung, Frederick Koon Shing (ed.) et al., Algebra teaching around the world. Rotterdam: Sense Publishers (ISBN 978-94-6209-706-3/hbk; 978-94-6209-705-6/pbk; 978-94-6209-707-0/ebook). The Learner’s Perspective Study 5, 129-148 (2014).
Classification: H23 D43 C73
15
Can this be true? Students clarify assertions from everyday life. (Kann das stimmen? Schülerinnen und Schüler klären Behauptungen aus dem Alltag.) (German)
Mathematik 5 bis 10 2014, No. 26, 12-15 (2014).
Classification: U63 E53 F73 F93
16
Building with number bricks. Discoveries and argumentations using number walls with variables. (Mit Zahlen mauern. Entdecken und Argumentieren an Zahlenmauern mit Variablen.) (German)
Mathematik 5 bis 10 2014, No. 26, 10-11 (2014).
Classification: H23 E53
17
$\frac{9}{20}=0,45$? How come? Ordering and comparing fractions and decimal numbers. ($\frac{9}{20}=0,45$? Warum denn? Brüche und Dezimalzahlen ordnen und vergleichen.) (German)
Mathematik 5 bis 10 2014, No. 26, 6-9 (2014).
Classification: F43 E53
18
The wishing table. Placemats ‒ a method (also) for dealing with student errors. (Tischlein, deck dich! Placemats ‒ eine Methode (auch) zum Umgang mit Schülerfehlern.) (German)
Mathematik 5 bis 10 2014, No. 26, 16-17 (2014).
Classification: D43 D73 E53
19
Good reasons for argumentations. (Gute Gründe, zu argumentieren.) (German)
Mathematik 5 bis 10 2014, No. 26, 4-5 (2014).
Classification: D33 E53 M13
20
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