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Result 1 to 14 of 14 total

Epistemological and didactic obstacles: The influence of teachers\rq beliefs on the conceptual education of students. (English)
Mediterr. J. Res. Math. Educ. 10, No. 1-2, 61-102 (2011).
Classification: C30 C20 C70 D70
1
The transition: degrees$\longrightarrow$radians$\longrightarrow$reals. A didactic obstacle. (La transición: grados$\longrightarrow$radianes$\longrightarrow$reales. Un obstáculo didáctico.) (Spanish. English summary)
Números, No. 74, 29-37 (2010).
Classification: D70 F50 G60
2
Teaching of integers at middle school. (Enseigner les nombres relatifs au college.) (French)
Repères IREM, No. 73, 59-72 (2008).
Classification: F43 D43 D83 C33
3
Measuring and pre-measuring: a fun experience at primary school. (Medida y premedida: una experiencia lúdica en la escuela primaria.) (Spanish. English summary)
Uno 14, No. 49, 94-102 (2008).
Classification: F72 G32 D22
4
The C.O.T.E. standard to reflect statistical concepts with future school teachers. (La cote standard comme objet pour réfléchir aux notions statistiques avec les futurs maîtres.) (French)
Petit X, No. 75, 50-73 (2007).
Classification: K80 D60 B50
5
Zero, from an epistemological to a didactic obstacle. (Lo zero, da ostacolo epistemologico ad ostacolo didattico.) (Italian. English summary)
Mat. Didatt. 21, No. 4, 425-454 (2007).
Classification: D21 D22 C31 C32 A31 A32
6
Modelling in the research of mathematics education: the epistemological obstacles. (La modélisation dans la recherche en didactique des mathématiques: les obstacles épistémologiques.) (French. English summary)
Rech. Didact. Math. 26, No. 3, 337-380 (2006).
Classification: D25 I95
7
The history of algebra in mathematics education. (English)
Kaye, Stacey et al., The future of the teaching and learning of algebra. Kluwer Academic Publishers, Dordrecht (ISBN 1-4020-8130-8). 189-223 (2004).
Classification: H10 A30
8
Assets and applications of mathematical didactics from the pupils’ point of view. (Acquis et applications de la didactique des mathématiques du point de vue des élèves.) (French)
Ann. Didact. Sci. Cogn. 9, 45-59 (2004).
Classification: C30
9
Understanding and learning in mathematics (A multidimensional approach). (Comprensione e apprendimento in matematica (Un approccio multidimensionale).) (Italian)
Pitagora Editrice, Bologna (ISBN 88-371-1435-4). 282 p. (2003).
Classification: D20 C30
10
The transposition of educational objects and the definition of didactic space in mathematics. (La transposition des objets d’enseignement et la définition de l’espace didactique, en mathématiques.) (French)
Rev. Fr. Pedagog., No. 141, 135-171 (2002).
Classification: D30
11
The learning of mathematics and some obstacles. Introduction to infinity in the upper secondary. (L’apprendimento della matematica e gli ostacoli che ad esso fieramente si oppongono. Introduzione al ’caso’ dell’infinito matematico nella Scuola Superiore.) (Italian)
Boll. Docenti Mat., No. 42, 21-30 (2001).
Classification: I14
12
A theoretical-experimental model for research into epistemological obstacles. (English)
Rogerson, Alan, International conference on mathematics education into the 21st century: societal challenges, issues and approaches. Proceedings. Vol. 2. , (ISBN 977-231-039-2). 129-139 (1999).
Classification: D20
13
Scenes of an algebra class: producing and negotiating meanings for ’the thing’. (Cenas de uma aula de álgebra: produzindo e negociando significados para ’a coisa’.) (Portuguese)
zetetike 5, No. 8, 45-71 (1997).
Classification: C33
14
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