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Tracking nursery children’s counting. (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). 55-60 (2016).
Classification: F21 C51 C31
1
A teacher changing her practice: a tentative explanation for the reasons behind it. (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). 61-66 (2016).
Classification: D40 C70
2
Pre-service teacher training on game-enhanced mathematics teaching and learning. (English)
Technol. Knowl. Learn. 21, No. 3, 379-399 (2016).
Classification: D39 D40 U70 U50
3
Wider school effects of introducing a higher level mathematics course with flexible support: initial findings from case studies. (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). 49-54 (2016).
Classification: D30 B20
4
The role of parental expectations and students’ motivational profiles for educational aspirations. (English)
Learn. Individ. Differ. 51, 29-36 (2016).
Classification: C23 C63
5
Maths hub, mastery and messy research. (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). 31-36 (2016).
Classification: B50 D49
6
Classroom connectivity and Algebra 1 achievement: a three-year longitudinal study. (English)
J. Comput. Math. Sci. Teach. 35, No. 2, 131-151 (2016).
Classification: U53 U73 H33
7
Competence orientation ‒ the end of the idea of education. (Kompetenzorientierung ‒ Das Ende der Idee von Bildung.) (German)
Mathematikinformation 64, 29-32 (2016).
Classification: D30 B70
8
Competence orientation or the defence of a concept that cannot be defended like that. (Kompetenzorientierung oder die Verteidigung eines Begriffs, der so nicht verteidigt werden kann.) (German)
Mathematikinformation 64, 27-29 (2016).
Classification: D30 B70
9
The competence orientation of mathematics education ‒ a German Math Wars conflict? (Die Kompetenzorientierung des Mathematikunterrichts ‒ ein deutscher Math-Wars-Konflikt.) (German)
Mathematikinformation 64, 25-27 (2016).
Classification: D30 B70
10
Aspects in the panel discussion. (Aspekte bei der Podiumsdiskussion.) (German)
Mathematikinformation 64, 22-24 (2016).
Classification: D30 B70
11
Questioning competence orientation! (Kompetenzorientierung hinterfragen!) (German)
Mathematikinformation 64, 16-22 (2016).
Classification: D30 B70
12
Why a panel discussion on the topic of competence orientation? (Warum eine Podiumsdiskussion zum Thema Kompetenzorientierung?) (German)
Mathematikinformation 64, 13-15 (2016).
Classification: D20 D30 B70
13
Inclusive promotion of giftedness: on the connection of individual encouragement and inclusion in primary education. (Inklusive Begabungsförderung: Zum Zusammenhang von individueller Förderung und Inklusion in der Grundschule.) (German)
Benölken, Ralf (ed.) et al., Individuelles Fördern im Kontext von Inklusion. Tagungsband aus Anlass des zehnjährigen Bestehens des Projektes ‘Mathe für kleine Asse’ und des einjährigen Jubiläums des Projektes ‘MaKosi’. Münster: WTM-Verlag (ISBN 978-3-95987-001-6/pbk). Schriften zur Mathematischen Begabungsforschung 8, 93-113 (2016).
Classification: C92 C42 C72
14
Mathletics from 3P Learning supports effective differentiation and promotes ‘a frenzy of learning’ in the classroom. (English)
Equals 21, No. 1, 20-22 (2016).
Classification: U70 B50
15
Lesson study in the UK: possibilities and challenges. (English)
Equals 21, No. 1, 5-10 (2016).
Classification: C70 C90 D49 B50
16
Knowledge for equitable mathematics teaching: the case of Latino ELLs in U.S. schools. (English)
Math. Enthus. 13, No. 1-2, 111-129 (2016).
Classification: D69 D39 C50
17
Why defining the construct matters: an examination of teacher knowledge using different lenses on one assessment. (English)
Math. Enthus. 13, No. 1-2, 93-110 (2016).
Classification: D69 D39
18
Interview prompts to uncover mathematical knowledge for teaching: focus on providing written feedback. (English)
Math. Enthus. 13, No. 1-2, 71-92 (2016).
Classification: D69 D39
19
Assessing mathematical knowledge for teaching: the role of teaching context. (English)
Math. Enthus. 13, No. 1-2, 52-70 (2016).
Classification: D69 D39
20
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