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Mental representations of mathematical objects and relations by school children in their first school years. (Mentale Repräsentationen mathematischer Objekte und Beziehungen bei Kindern in den ersten Schuljahren.) (German)
Reinhold, Simone (ed.) et al., Mathematische Studien im Spannungsfeld von Geschichte, Philosophie \& Didaktik der Mathematik. Festschrift für Thomas Bedürftig. Münster: WTM-Verlag (ISBN 978-3-942197-46-5/pbk). Festschriften der Mathematikdidaktik 2, 9-28 (2015).
Classification: F21 F32 C31 C32
1
In-class purposes of flipped mathematics educators. (English)
J. Math. Educ. Teach. Coll. 6, No. 2, 17-25 (2015).
Classification: D40 C29
2
Incoming first graders’ quantity determinations and interpretations of geometrical and arithmetical structures in decadal arrays of 20 and 100 dots. (Geometrische und arithmetische Strukturdeutungen von Schulanfängerinnen und Schulanfängern bei Anzahlbestimmungen im Zwanziger- und im Hunderterfeld.) (German. English summary)
J. Math.-Didakt. 36, No. 1, 135-162 (2015).
Classification: F32 C32
3
How do I know that I am working with good exercises? Planning and reflecting the task selection with the help of a “SINUS at primary schools" analysis sheet. (Woran kann ich erkennen, dass ich mit guten Aufgaben arbeite? Mit einem Analysebogen aus SINUS an Grundschulen die Aufgabenauswahl planen und reflektieren.) (German)
Grundsch.unterr., Math. 61, No. 4, 8-11 (2014).
Classification: D32 D52 D42
4
Comparison of performance due to guided hyperlearning, unguided hyperlearning, and conventional learning in mathematics: an empirical study. (English)
Int. J. Math. Educ. Sci. Technol. 45, No. 5, 682-692 (2014).
Classification: D45 C35
5
Taking stock after nine years of SINUS at elementary schools in Germany. Evaluation of mathematics-related data as part of TIMSS 2011. (Bilanz von neun Jahren SINUS an Grundschulen in Deutschland. Evaluation der mathematikbezogenen Daten im Rahmen von TIMSS 2011.) (German)
Z. Päd. 60, No. 2, 245-263 (2014).
Classification: D32 C32 B50
6
Be careful with evaluations and international comparisons. Different reference frames threaten the validity of surveys on teacher education. (Vorsicht bei Evaluationen und internationalen Vergleichen. Unterschiedliche Referenzrahmen bedrohen die Validität von Befragungen zur Lehrerausbildung.) (German)
Z. Päd. 60, No. 1, 109-131 (2014).
Classification: D20
7
Digital technologies to teach and learn mathematics: context and re-contextualization. (English)
Educ. Stud. Math. 85, No. 3, 381-403 (2014).
Classification: U70 U50 D20
8
Themes for mathematical modeling that interest Dutch students in secondary education. (English)
Ubuz, Behiye (ed.) et al., CERME 8. Proceedings of the eigth congress of the European Society of Research in Mathematics Education, Antalya, Turkey, February 6‒10, 2013. Ankara: Middle East Technical University (ISBN 978-975-429-315-9). 1021-1030 (2013).
Classification: M14 D34 C24
9
The consistency of students’ error patterns in solving computational problems with fractions. (English)
Ubuz, Behiye (ed.) et al., CERME 8. Proceedings of the eigth congress of the European Society of Research in Mathematics Education, Antalya, Turkey, February 6‒10, 2013. Ankara: Middle East Technical University (ISBN 978-975-429-315-9). 393-402 (2013).
Classification: F40 D70
10
Test administration effects in state-wide mandatory proficiency tests. (Durchführungseffekte bei Vergleichsarbeiten in Jahrgangsstufe 8.) (German)
Empir. Pädagog. 27, No. 4, 459-473 (2013).
Classification: D63
11
Dominant study paradigms in mathematics education research ‒ for better and for worse. Global trends and their impact on Nordic research. (English)
Grevholm, Barbro (ed.) et al., Nordic research in didactics of mathematics: past, present and future. Oslo: Cappelen Damm Akademisk (ISBN 978-82-02-39348-9/pbk). 395-408 (2013).
Classification: D20
12
The effect of interaction granularity on learning with a data normalization tutor. (English)
Lane, H. Chad (ed.) et al., Artificial intelligence in education. 16th international conference, AIED 2013, Memphis, TN, USA, July 9‒13, 2013. Proceedings. Berlin: Springer (ISBN 978-3-642-39111-8/pbk). Lecture Notes in Computer Science 7926, 463-472 (2013).
Classification: R50 U50 R40 E30
13
Guided game or training? Fostering mathematical pre-skills. (Geführtes Spiel oder Training? Förderung mathematischer Vorläuferfertigkeiten.) (German)
Grundschulzeitschrift 26, No. 258/259, 8-10 (2012).
Classification: D41 D42 F21 F22
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Effects of tutoring in mathematics in 5th grade pupils ‒ a longitudinal study. (Wirkungen von Mathematiknachhilfe bei rheinland-pfälzischen Schülern fünfter Klassen. Eine längsschnittliche Analyse.) (German)
Empir. Pädagog. 25, No. 3, 331-341 (2011).
Classification: C73 C83
15
Justification practices in the mathematics classroom. (Las prácticas de justificación en el aula de matemáticas.) (Spanish. English summary)
PNA 5, No. 3, 93-103 (2011).
Classification: C73
16
Training quantity-number competencies as a regular classroom instruction for preschool at-risk children. (Training mathematischer Basiskompetenzen als unterrichtsintegrierte Maßnahme in Vorklassen.) (German. English summary)
Empir. Pädagog. 24, No. 4, 336-352 (2010).
Classification: D41 F21 E61 C41
17
The role of metacognitive monitoring in explaining differences in mathematics achievement. (English)
ZDM, Int. J. Math. Educ. 42, No. 2, 231-244 (2010).
Classification: C34 H24 C44 D24
18
Adoption of ICT in science education: a case study of communication channels in a teachers’ professional development project. (English)
Eurasia J. Math. Sci. Technol. Educ. 5, No. 2, 103-118 (2009).
Classification: Q59 B50 R19
19
Prospective middle school mathematics teachers’ reflective thinking skills: descriptions of their students’ thinking and interpretations of their teaching. (English)
J. Math. Teach. Educ. 12, No. 2, 133-151 (2009).
Classification: B53 C39 C29 D49 D29
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