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Conversations to transform geometry class. (English)
Math. Teach. (Reston) 109, No. 7, 507-513 (2016).
Classification: D43 C53 C73 G43
1
$\sqrt{9}= ?$ The answer depends on your lecturer. (English)
Res. Math. Educ. 18, No. 3, 283-298 (2016).
Classification: F55
2
Lacking a formal concept of limit: advanced non-mathematics students’ personal concept definitions. (English)
Investig. Math. Learn. 8, No. 1, 47-62 (2015).
Classification: I20 I30 D70 C30
3
Is small, small enough? Students’ understanding the need for the definition of the derivative as a limit. (English)
Int. J. Technol. Math. Educ. 22, No. 1, 31-41 (2015).
Classification: I45 U75
4
Still concepts run deep: ideas to train a critical comprehension of calculus concepts. (Stille Begriffe sind tief: Ideen zur Schulung eines kritischen Begriffsverständnisses in der Analysis.) (German)
Mathematikunterricht 61, No. 4, 39-50 (2015).
Classification: E44 I44
5
Analysing student work involving geometric concepts. (English)
Math. Teach. (Derby) 245, 33-36 (2015).
Classification: G60 D70 C30
6
Defining, extending, and creating: key experiences in mathematics. (English)
Toh, Pee Choon (ed.) et al., Learning experiences to promote mathematics learning. Yearbook 2014, Association of Mathematics Educators. Hackensack, NJ: World Scientific; (ISBN 978-981-4612-90-6/hbk; 978-981-4612-93-7/ebook). 115-130 (2014).
Classification: E40 D30 D70
7
Calculus teaching between concept development and the learning of calculi ‒ findings and considerations on the concept of tangents. (Analysisunterricht zwischen Begriffsentwicklung und Kalkülaneignung ‒ Befunde und konzeptionelle Überlegungen zum Tangentenbegriff.) (German)
Mathematikunterricht 60, No. 2, 41-49 (2014).
Classification: I40 C30 G40 G70 D70
8
Challenging preservice elementary teachers’ image of rectangles. (English)
Math. Teach. Educ. 2, No. 1, 27-41 (2013).
Classification: G29 G49
9
More equal than others: a view from the grassroots. (English)
Philos. Math. Educ. J. 27, 19 p., electronic only (2013).
Classification: E40 E20 H20
10
A computational model of Lakatos-style reasoning. (English)
Philos. Math. Educ. J. 27, 286 p., electronic only (2013).
Classification: E20 P20 E50 R40
11
The development of the concept limit. An example for the interpolation between intuition and stringency. (Die Entwicklung des Grenzwertbegriffs. Ein Beispiel für die Wechselbeziehung von Intuition und Strenge.) (German)
Meyer, Michael (ed.) et al., Wissenschaftlichkeit und Theorieentwicklung in der Mathematikdidaktik. Festschrift anlässlich des sechzigsten Geburtstages von Horst Struve. Hildesheim: Franzbecker (ISBN 978-3-88120-827-7). 145-162 (2013).
Classification: I20 I30 A30 D20
12
Teaching concepts ‒ learning concepts. (Begriffe lehren ‒ Begriffe lernen.) (German)
Math. Lehren, No. 172, 2-9 (2012).
Classification: E40 C30
13
On the curricular development of the concept of a tangent line. (Zur curricularen Entwicklung des Tangentenbegriffs.) (German)
Mathematikunterricht 58, No. 5, 4-19 (2012).
Classification: E40 G40 G70 I40
14
Metaphor as a possible pathway to more formal understanding of the definition of sequence convergence. (English)
J. Math. Behav. 31, No. 3, 331-343 (2012).
Classification: I35 C35
15
On mathematics students’ understanding of the equation concept. (English)
Far East J. Math. Educ. 6, No. 2, 127-147 (2011).
Classification: H30 C30 E40
16
Frequentist approach: Modelling and simulation in statistics and probability teaching. (English)
Batanero, Carmen (ed.) et al., Teaching statistics in school mathematics ‒ challenges for teaching and teacher education. A joint ICMI/IASE Study: The 18th ICMI Study. Berlin: Springer (ISBN 978-94-007-1130-3/hbk; 978-94-007-1131-0/ebook). New ICMI Study Series 14, 85-95 (2011).
Classification: K50 C30 B50
17
Reinventing the formal definition of limit: the case of Amy and Mike. (English)
J. Math. Behav. 30, No. 2, 93-114 (2011).
Classification: I24 I25 C34 C35
18
Classifying and characterising: provoking awareness of the use of a natural power in mathematics and in mathematical pedagogy. (English)
Zaslavsky, Orit (ed.) et al., Constructing knowledge for teaching secondary mathematics. Tasks to enhance prospective and practicing teacher learning. Berlin: Springer (ISBN 978-0-387-09811-1/hbk; 978-0-387-09812-8/ebook). Mathematics Teacher Education 6, 39-55 (2011).
Classification: E40 C30 D30 C39 B50
19
Different views ‒ some Swedish mathematics students\rq concept images of the function concept. (English)
Nord. Mat.didakt. 15, No. 4, 5-24 (2011).
Classification: C30 I20
20
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