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Result 1 to 20 of 23 total

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
1
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
2
The richness of children’s fraction strategies. (English)
Teach. Child. Math. 22, No. 2, 84-90 (2015).
Classification: F43
3
The open approach in lesson study ‒ enhancing teachers’ knowledge of teaching division of fractions. (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, 247-253 (2015).
Classification: D39 D49 F43
4
The different representations of rational numbers. (English)
Math. Teach. Middle Sch. 19, No. 6, 382-385 (2014).
Classification: F43 C33
5
Fibonacci foils Euclidean efficiency. (English)
Math. Teach. (Reston) 107, No. 5, 390-393 (2013).
Classification: F60
6
Ways of thinking associated with mathematics teachers’ problem posing in the context of division of fractions. (English)
Instr. Sci. 41, No. 4, 681-698 (2013).
Classification: C39 D50 F90 F40 D79
7
Allowing “What is the whole?" to usurp “Where is the reciprocal?". (English)
Far East J. Math. Educ. 10, No. 1, 1-30 (2013).
Classification: F43 C73
8
The role of contexts and teacher’s questioning to enhance students’ thinking. (English)
J. Sci. Math. Educ. Southeast Asia 33, No. 2, 168-186 (2010).
Classification: D43 F93 F43 C33
9
How reform curricula in the USA and Korea present multiplication and division of fractions. (English)
Educ. Stud. Math. 74, No. 2, 117-142 (2010).
Classification: F43 D33 U23
10
Working with representations ‒ developing workable concepts. (Mit Darstellungen arbeiten ‒ tragfähige Vorstellungen entwickeln.) (German)
PM Prax. Math. Sch. 52, No. 32, 1-8 (2010).
Classification: C30 E40
11
Children’s strategies for division by fractions in the context of the area of a rectangle. (English)
Educ. Stud. Math. 73, No. 2, 105-120 (2010).
Classification: F40 C30 D20
12
Analysis of multiplicative problems related to division of fractions. (Sobre el análisis de los problemas multiplicativos relacionados con la división de fracciones.) (Spanish. English summary)
PNA 3, No. 4, 169-183 (2009).
Classification: F43 C33
13
A longitudinal study of students’ representations for division of fractions. (English)
Mont. Math. Enthus. 6, No. 1-2, 165-200 (2009).
Classification: F43 D53 C33
14
Prospective teachers’ reasoning and response to a student’s non-traditional strategy when dividing fractions. (English)
J. Math. Teach. Educ. 12, No. 4, 235-261 (2009).
Classification: F40 C30 C20 B52 B53
15
Focal Points ‒ Grades 3 and 4. (English)
Teach. Child. Math. 14, No. 8, 466-471 (2008).
Classification: D32 F32 B72 C32
16
Triadic interaction in clinical task-based interviews with mathematics teachers. (English)
Educ. Stud. Math. 65, No. 3, 349-365 (2007).
Classification: D50 F40 D20 C30 B50
17
Some uses and misuses of the representation standard. (English)
Ohio J. Sch. Math. 2005, No. 52, 3-5 (2005).
Classification: D20 F40 B70
18
Two students’ constructed strategies to divide fractions. (English)
Math. Teach. Middle Sch. 10, No. 3, 122-126 (2004).
Classification: F43
19
A study on alternative formalization of division of fractions using informal knowledge. (Korean)
J. Korean Soc. Math. Educ., Ser. C, Educ. Prim. Sch. Math. 8, No. 2, 97-109 (2004).
Classification: F42 D42
20
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Result 1 to 20 of 23 total

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