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Result 1 to 20 of 244 total

The epistemic, the cognitive, the human: a commentary on the mathematical working space approach. (English)
ZDM, Math. Educ. 48, No. 6, 925-933 (2016).
Classification: D20 C30 C70
1
Pre-service teachers’ conceptions of effective teacher talk: their critical reflections on a sample teacher-student dialogue. (English)
Educ. Stud. Math. 93, No. 3, 363-381 (2016).
Classification: C50 C29
2
‘Boys press all the buttons and hope it will help’: upper secondary school teachers’ gendered conceptions about students’ mathematical reasoning. (English)
Int. J. Sci. Math. Educ. 14, No. 8, 1535-1552 (2016).
Classification: C29 E50 C60
3
Specifying and structuring mathematical topics. A four-level approach for combining formal, semantic, concrete, and empirical levels exemplified for exponential growth. (English. German summary)
J. Math.-Didakt. 37, Suppl. 1, S33-S67 (2016).
Classification: I20 C30 D30
4
Students’ conceptions of reflection: opportunities for making connections with perpendicular bisector. (English)
J. Math. Behav. 43, 35-52 (2016).
Classification: G40 G50
5
Making logarithms accessible ‒ operational and structural basic models for logarithms. (English. German summary)
J. Math.-Didakt. 37, Suppl. 1, S69-S98 (2016).
Classification: F50 H30 C30
6
Integrating alternative algorithms: possibilities and practices. (English)
Ohio J. Sch. Math. 73, 4-9 (2016).
Classification: F32 F39
7
Conceptions of proof and proving in mathematics education ‒ an analysis of the development of ideas in the didactics of mathematics. (Didaktisch orientierte Beweiskonzepte ‒ eine Analyse zur mathematikdidaktischen Ideenentwicklung.) (German. English summary)
J. Math.-Didakt. 37, No. 1, 141-179 (2016).
Classification: E50 C50 A30
8
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
9
Mathematical tasks, study approaches, and course grades in undergraduate mathematics: a year-by-year analysis. (English)
Int. J. Math. Educ. Sci. Technol. 47, No. 3, 373-387 (2016).
Classification: C35 D55
10
Investigating upper secondary school teachers’ conceptions: is mathematical reasoning considered gendered? (English)
Int. J. Sci. Math. Educ. 14, Suppl. 2, S347-S362 (2016).
Classification: C29 E54 C64
11
Classroom mathematical activity when it is seen as an inter-intra double semiotic process of interpretation. A Peircean perspective. (English)
Saénz-Ludlow, Adalira (ed.) et al., Semiotics as a tool for learning mathematics. How to describe the construction, visualisation, and communication of mathematical concepts. Rotterdam: Sense Publishers (ISBN 978-94-6300-336-0/hbk; 978-94-6300-335-3/pbk; 978-94-6300-337-7/ebook). Semiotic Perspectives in the Teaching and Learning of Mathematics Series 3, 43-66 (2016).
Classification: E40 C70 C30
12
Levels of participatory conception of fractional quantity along a purposefully sequenced series of equal sharing tasks: Stu’s trajectory. (English)
J. Math. Behav. 41, 45-67 (2016).
Classification: F43 D73 C43 C33
13
Establishing links between conceptions, argumentation and proof through the ckc-enriched Toulmin model. (English)
J. Math. Behav. 41, 104-122 (2016).
Classification: E54
14
Teaching mathematics for social justice: examining preservice teachers’ conceptions. (English)
J. Math. Educ. Teach. Coll. 7, No. 1, 27-34 (2016).
Classification: C69 C29 D39
15
How prospective teachers conceptualized mathematics: implications for teaching. (English)
Math. Educ. (Ank.) 10, No. 2, 77-95 (2015).
Classification: C29 D20
16
A Chinese young adult non-scientist’s epistemologies and her understandings of the concept of speed. (English)
Int. J. Math. Educ. Sci. Technol. 46, No. 6, 895-915 (2015).
Classification: M50 C30 C20
17
Students’ conceptions of function transformation in a dynamic mathematical environment. (English)
Int. J. Math. Teach. Learn. 2015, 30 p. (2015).
Classification: I23 U73
18
A modeling of defining processes: towards new challenges in mathematics education. (Modéliser l’activité de définition: vers de nouvelles perspectives en didactique.) (French. English summary, Spanish summary)
Rech. Didact. Math. 35, No. 3, 313-356 (2015).
Classification: E40 E50
19
An analysis of the views of mathematics of first-year students from an outcomes-based curriculum. (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, 117-122 (2015).
Classification: C29 D30 M10
20
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Result 1 to 20 of 244 total

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