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Using the Singapore bar model to support the interpretation and understanding of word problems in key stage 2. (English)
Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 35, No. 3. Proceedings of the day conference, University of Reading, UK, November 7, 2015. London: British Society for Research into Learning Mathematics (BSRLM). 114-119 (2016).
Classification: F92 D52 F32 F42
1
Children’s multiplication and division shortcuts: increasing shortcut use depends on how the shortcuts are evaluated. (English)
Learn. Individ. Differ. 49, 297-304 (2016).
Classification: F33 C33
2
‘To chunk or not to chunk’: learning division, the why before the how or vice versa. (English)
Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 35, No. 3. Proceedings of the day conference, University of Reading, UK, November 7, 2015. London: British Society for Research into Learning Mathematics (BSRLM). 126-131 (2016).
Classification: F32 D32
3
Choosing the right tool. (English)
Teach. Child. Math. 22, No. 8, 476-486 (2016).
Classification: D40 U60 F30
4
Angle iron. (Winkeleisen.) (German)
MNU J. 69, No. 3, 158-160 (2016).
Classification: G44 G74
5
Examining middle school pre-service teachers’ knowledge of fraction division interpretations. (English)
Int. J. Math. Educ. Sci. Technol. 47, No. 5, 696-716 (2016).
Classification: F49 C39
6
Reinventing fractions and division as they are used in algebra: the power of preformal productions. (English)
Educ. Stud. Math. 92, No. 2, 245-278 (2016).
Classification: F40 H30
7
Cultures of mathematics ‒ language cultures: calculating methods. Different calculating methods ‒ one result. (Mathematikkulturen ‒ Sprachkulturen: Rechenwege. Verschiedene Rechenwege ‒ ein Ergebnis.) (German)
Math. Differ. 7, No. 2, 40-44 (2016).
Classification: C52 F32 C32 D32
8
“Check the computation", says Adam Ries ‒ control of basic arithmetical operations by the old masters of calculations. (“Nim die Prob", sagt Adam Ries ‒ Kontrolle der Grundrechenarten bei den Rechenmeistern.) (German)
Mathematikunterricht 62, No. 2, 22-32 (2016).
Classification: A30 F30 F60
9
An analysis of pre-service teachers’ pedagogical content knowledge about story problem for division of fractions. (Korean. English summary)
J. Korean Soc. Math. Educ., Ser. C, Educ. Prim. Sch. Math. 19, No. 1, 19-30 (2016).
Classification: F49 C39 F99
10
“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
11
The influence of different virtual manipulative types on student-led techno-mathematical discourse. (English)
J. Comput. Math. Sci. Teach. 35, No. 1, 5-31 (2016).
Classification: U70 D30
12
Solution strategies and adaptivity in multidigit division in a choice/no-choice experiment: student and instructional factors. (English)
Learn. Instr. 41, 52-59 (2016).
Classification: F33 F43 D53
13
Non-symbolic division in childhood. (English)
J. Exp. Child Psychol. 142, 66-82 (2016).
Classification: F21 F31 C31 C41
14
A design study to develop young children’s understanding of multiplication and division. (English)
Math. Educ. Res. J. 28, No. 4, 567-583 (2016).
Classification: F31 F32 C51 C52
15
Examining and elaborating upon the nature of elementary prospective teachers’ conceptions of partitive division with fractions. (English)
J. Math. Teach. Educ. 19, No. 6, 503-522 (2016).
Classification: C29 F40
16
A study on the understanding of fraction division of elementary mathematically gifted students. (Korean. English summary)
East Asian Math. J. 32, No. 4, 565-587 (2016).
Classification: F40 C40 D50
17
Sustainability of a teacher training put to the test. A replication study on STAD in mathematics. (Nachhaltigkeit einer Lehrerfortbildung auf dem Prüfstand. Eine Replikationsstudie zur Gruppenrallye im Mathematikunterricht.) (German. English summary)
Empir. Pädagog. 29, No. 4, 521-536 (2015).
Classification: D39 C49 D43 C63
18
Always Fibonacci’s demon. (Toujours le démon de Fibonacci.) (French)
Quadrature 97, 15-16 (2015).
Classification: F65
19
Dividing fractions using an area model: a look at in-service teachers’ understanding. (English)
Math. Teach. Educ. Dev. 17, No. 1, 30-43 (2015).
Classification: F49 F99 C39
20
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Result 1 to 20 of 673 total

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