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Result 1 to 20 of 46 total

Misconceptions and learning algebra. (English)
Stewart, Sepideh (ed.), And the rest is just algebra. Cham: Springer (ISBN 978-3-319-45052-0/hbk; 978-3-319-45053-7/ebook). 63-78 (2017).
Classification: D70 C30 H20 H30
1
Conditions for proving by mathematical induction to be explanatory. (English)
J. Math. Behav. 43, 20-34 (2016).
Classification: E55
2
Improving calculus explanations through peer review. (English)
J. Math. Behav. 44, 34-49 (2016).
Classification: I15 D65 D45
3
Peer-assisted reflection: a design-based intervention for improving success in calculus. (English)
Int. J. Res. Undergrad. Math. Educ. 1, No. 2, 234-267 (2015).
Classification: I15 D45 D65
4
Mathematical explanatory strategies employed by prospective secondary teachers. (English)
Int. J. Res. Undergrad. Math. Educ. 1, No. 1, 63-90 (2015).
Classification: C59 E59 C39 D39
5
How do contrasting cases and self-explanation promote learning? Evidence from fraction division. (English)
Learn. Instr. 40, 29-38 (2015).
Classification: D43 C33 F43
6
Taking along learners to navigate on “paths of explanation". (Lernende beim Navigieren auf “Erklärpfaden" mitnehmen.) (German)
PM Prax. Math. Sch. 57, No. 64, 33-37 (2015).
Classification: C50 E50 D40
7
Discovering the pantograph. Revealing hidden ideas in mathematics lessons. (Den Pantografen entdecken. Verborgene Ideen im Mathematikunterricht aufdecken.) (German)
PM Prax. Math. Sch. 57, No. 61, 19-25 (2015).
Classification: G43 U63
8
Beyond numeracy in preschool: adding patterns to the equation. (English)
Early Child. Res. Q. 31, 101-112 (2015).
Classification: G21 F21
9
Why is it important for mathematics instruction to explain contents well? (Warum ist es für den mathematikunterricht wichtig, inhalte gut zu erklären?) (German)
Kadunz, Gert (ed.), Semiotische Perspektiven auf das Lernen von Mathematik. Heidelberg: Springer Spektrum (ISBN 978-3-642-55176-5/pbk; 978-3-642-55177-2/ebook). Springer-Lehrbuch Masterclass, 205-224 (2015).
Classification: D30 D40 E40
10
Rubrics in a secondary mathematics class. (English)
Math. Educ. (Ank.) 9, No. 1, 73-82 (2014).
Classification: D63
11
Definite integration and the “need to know" principle. (English)
Math. Teach. (Reston) 108, No. 4, 313-318 (2014).
Classification: I50 E40
12
Self-explanation training improves proof comprehension. (English)
J. Res. Math. Educ. 45, No. 1, 62-101 (2014).
Classification: E55 C35
13
Reasoning and proving within Ireland’s reform-oriented national syllabi. (English)
Math. Enthus. 11, No. 3, 665-706 (2014).
Classification: E50 D30
14
The width of a proof. (English. Spanish summary)
PNA 9, No. 1, 29-39, electronic only (2014).
Classification: E50 D30
15
Authority, explanation, contention and register: language data and the surface search for essence. (English)
ZDM, Int. J. Math. Educ. 46, No. 6, 967-976 (2014).
Classification: C50 D20
16
Mathematics as the art of abstraction. (English)
Aberdein, Andrew (ed.) et al., The argument of mathematics. Dordrecht: Springer (ISBN 978-94-007-6533-7/hbk; 978-94-007-6534-4/ebook). Logic, Epistemology, and the Unity of Science 30, 257-289 (2013).
Classification: E25 Reviewer: Michel Weber (Louvain-la-Neuve)
17
The width of a proof. (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). 146-155 (2013).
Classification: E50
18
Using example problems to improve student learning in algebra: differentiating between correct and incorrect examples. (English)
Learn. Instr. 25, 24-34 (2013).
Classification: H30 U70 D40
19
The effectiveness of propositional manipulation as a lecturing method in the statistics knowledge domain. (English)
Instr. Sci. 41, No. 6, 1127-1140 (2013).
Classification: K75 D45 C25
20
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