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Result 1 to 20 of 49 total

Revisiting theory for the design of tasks: special considerations for digital environments. (English)
Leung, Allen (ed.) et al., Digital technologies in designing mathematics education tasks. Potential and pitfalls. Cham: Springer (ISBN 978-3-319-43421-6/hbk; 978-3-319-43423-0/ebook). Mathematics Education in the Digital Era 8, 17-40 (2017).
Classification: D50 U70 D30
1
Students’ difficulties with the Cartesian connection. (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). 520-529 (2013).
Classification: I23 D73
2
Supporting functional thinking with computers ‒ empirical investigations within the framework of propaedeutic calculus lessons. (Funktionales Denken mit dem Computer unterstützen ‒ empirische Untersuchungen im Rahmen des propädeutischen Unterrichts der Analysis.) (German)
Kortenkamp, Ulrich (ed.) et al., Medien vernetzen. Zur Zukunft des Analysisunterrichts vor dem Hintergrund der Verfügbarkeit Neuer Medien (und Werkzeuge). Bericht über die 26. und 27. Arbeitstagung des Arbeitskreises “Mathematikunterricht und Informatik" in der Gesellschaft für Didaktik der Mathematik e.V. Hildesheim: Franzbecker (ISBN 978-3-88120-823-9/pbk). Proceedings, 51-56 (2012).
Classification: I23 U73 C33 D33
3
An analysis on the epistemological obstacles of elementary students in the learning of ratio and rate. (Korean. English summary)
J. Korean Soc. Math. Educ. Ser. C, Educ. Prim. Sch. 15, No. 2, 159-170 (2012).
Classification: D73 D43 F83 F43
4
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
5
A philosophically informed teaching proposal on the topic of energy for students aged 11-14. (English)
Sci. Educ. (Dordrecht) 20, No. 10, 961-979 (2011).
Classification: M53 D43 C33
6
The use of interactive visualizations to foster the understanding of concepts of calculus: design principles and empirical results. (English)
ZDM, Int. J. Math. Educ. 43, No. 3, 359-372 (2011).
Classification: C30 C70 D40 D70 I20 I40 I50 U50
7
Conceptions for relating the evolution of mathematical concepts to mathematics learning - epistemology, history, and semiotics interacting. To the memory of Carl Menger (1902-1985). (English)
Educ. Stud. Math. 77, No. 1, 79-104 (2011).
Classification: A30 D40 D70 E40 E20
8
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
9
Metaphor or met-before? the effects of previous experience on practice and theory of learning mathematics. (English)
J. Math. Behav. 29, No. 3, 169-179 (2010).
Classification: C30 D20
10
Finding one’s way in space. A teaching experience in preschool and the first two years of primary school. (Se reperer dans l’espace, une expérience au cycle 2.) (French)
Repères IREM, No. 74, 5-12 (2009).
Classification: G21 G22 D41 D42 C31 C32 D81 D82
11
Epistemological obstacles in coming to understand the limit of A function at undergraduate level: A case from the national university of Lesotho. (English)
Int. J. Sci. Math. Educ. 7, No. 3, 431-454 (2009).
Classification: I15 I25 C35 D75
12
The system of coordinates as an obstacle in understanding the concept of dimension. (English)
Int. J. Sci. Math. Educ. 7, No. 2, 253-272 (2009).
Classification: G75 G79 D75 D79 C35 C39 D25 D29
13
A theorem and its different proofs: History, mathematics education, and the semiotic-cultural perspective. (English. French summary)
Can. J. Sci. Math. Technol. Educ. 8, No. 3, 217-232 (2008).
Classification: E50 A30 F60 E40
14
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
15
Discussion of historical parallelism. (Chinese. English summary)
J. Math. Educ. (Tianjin) 17, No. 4, 53-56 (2008).
Classification: A30 D30 D70
16
Another case of epistemological obstacles: the principle of permanence. (Um outro caso de obstáculos epistemológicos: o princípio de permanência.) (Portuguese. English summary)
Bolema 20, No. 28, 1-20 (2007).
Classification: D20 F40 H20
17
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
18
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
19
Primary school teachers’ beliefs and change of beliefs on mathematical infinity. (English)
Mediterr. J. Res. Math. Educ. 5, No. 2, 49-76 (2006).
Classification: C29 C39 D79 D20
20
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