Result **1** to **14** of **14** total

The relationship between children’s familiarity with numbers and their performance in bounded and unbounded number line estimations. (English)

Math. Think. Learn. 17, No. 2-3, 136-154 (2015).

1

Symbolic versus non-symbolic magnitude estimations among children and adults. (English)

J. Exp. Child Psychol. 128, 52-68 (2014).

2

A workplace contextualisation of mathematics: measuring workplace context complexity. (English)

Adults Learn. Math. 9, No. 1, 85-99 (2014).

3

Prospective middle grade mathematics teachers’ knowledge of algebra for teaching. (English)

J. Math. Behav. 31, No. 4, 417-430 (2012).

4

A consideration of familiarity in Irish mathematics examinations. (English)

Smith, C. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 32, No. 2. Proceedings of the day conference, University of Sussex, UK, June 9, 2012. London: British Society for Research into Learning Mathematics (BSRLM). 70-75 (2012).

5

Mathematical friends and relations. (English)

Math. Teach. (Derby), No. 226, 24-31 (2012).

6

Including curriculum focus in mathematics professional development for middle-school mathematics teachers. (English)

Sch. Sci. Math. 112, No. 5, 300-309 (2012).

7

A longitudinal look at attitudes and perceptions related to the integration of mathematics, science, and technology education. (English)

Sch. Sci. Math. 112, No. 1, 20-30 (2012).

8

Disentangling robust developmental constraints from the instructionally mutable: Young children’s epistemic reasoning about a study of their own design. (English)

J. Learn. Sci. 20, No. 1, 50-110 (2011).

9

Professional noticing of children’s mathematical thinking. (English)

J. Res. Math. Educ. 41, No. 2, 169-202 (2010).

10

Beginning mathematics teachers’ beliefs of subject matter and instructional actions documented over time. (English)

Sch. Sci. Math. 109, No. 6, 338-354 (2009).

11

Iranian bilingual students reported use of language switching when doing mathematics. (English)

Math. Educ. Res. J. 20, No. 1, 52-81 (2008).

12

Computer attitude, use, experience, software familiarity and perceived pedagogical usefulness: the case of mathematics professors. (English)

Eurasia J. Math. Sci. Technol. Educ. 2, No. 3, 1-17 (2006).

13

Algebra teachers’ utilization of problems requiring transfer between algebraic, numeric, and graphic representations. (English)

Sch. Sci. Math. 105, No. 2, 73 (2005).

14

Result **1** to **14** of **14** total