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Result 1 to 18 of 18 total

Evolution of unit fraction conceptions in two fifth-graders with a learning disability: an exploratory study. (English)
Math. Think. Learn. 18, No. 3, 182-208 (2016).
Classification: F43 C33 C43 D73
1
Unpacking the division interpretation of a fraction. (English)
Teach. Child. Math. 22, No. 3, 178-185 (2015).
Classification: F40
2
Making sense of fractions with GeoGebra in the USA. (English)
Math. Teach. (Derby) 244, 29-32 (2015).
Classification: F43 U73
3
The modelling of reasoning and justification methods in the teaching of fraction division at year 4 level in Vietnam. (English)
Aust. Prim. Math. Classr. 19, No. 2, 8-14 (2014).
Classification: F42
4
A Canadian effort to address fractions teaching and learning challenges. (English)
Aust. Prim. Math. Classr. 19, No. 4, 34-39 (2014).
Classification: F40
5
Fractions are numbers, too! (English)
Math. Teach. Middle Sch. 19, No. 8, 486-493 (2014).
Classification: F43 D43 D53
6
How did the answer get bigger? (English)
Math. Teach. Middle Sch. 19, No. 6, 344-351 (2014).
Classification: F43
7
Redefining the whole: common errors in elementary perservice teachers’ self-authored word problems for fraction subtraction. (English)
Investig. Math. Learn. 7, No. 1, 1-22 (2014).
Classification: F49 F99 D59
8
Half? One? ‒ The fraction clock strikes. Creating and visualising fraction concepts. (Halb? Eins? ‒ Die Bruchuhr schlägt. Bruchvorstellungen schaffen und sichtbar machen.) (German)
Mathematik 5 bis 10, No. 27, 12-15 (2014).
Classification: F43 U63 D83
9
In search of the prototypical fraction. (English)
Aust. Prim. Math. Classr. 18, No. 2, 27-33 (2013).
Classification: F40
10
The experiential world of fractions. A way to develop third-graders’ concepts of fractions. (Erlebniswelt Brüche. Ein Weg zum Aufbau von Bruchvorstellungen bei Drittklässlern.) (German)
Grundsch.unterr., Math. 60, No. 4, 16-20 (2013).
Classification: F42 D82
11
Ratio easy, fractions hard. (English)
Equals 15, No. 3, 14-16 (2009).
Classification: F82 F42 D72 C32
12
Fractions from the perspective of elementary school teachers and students. (A fração nas perspectivas do professor e do aluno dos dois primeiros ciclos do ensino fundamental.) (Portuguese. English summary)
Bolema 21, No. 31, 23-40 (2008).
Classification: C70 D30 D40 F40
13
A study on the instruction of the infinity concept with suitable examples ‒ focused on curriculum of middle school. (Korean. English summary)
J. Korea Soc. Math. Educ. Ser. A, Math. Educ. 47, No. 4, 447-465 (2008).
Classification: I33 C33 D43
14
The role of representations in fraction addition and subtraction. (English)
Math. Teach. Middle Sch. 13, No. 8, 490-496 (2008).
Classification: F40 C30
15
The generalist teacher and fractions: concepts and teaching strategies. (O professor polivanente e a fração: conceitos e estratégias de ensino.) (Portuguese. English summary)
Educ. Mat. Pesqui. 8, No. 1, 125-136 (2006).
Classification: F49 C39 B52
16
The development, and the developing of, the concept of a fraction. (English)
Int. J. Math. Teach. Learn. 2001, 18 p. (2001).
Classification: A30 F40
17
Models of the structure of some rule-governed mathematical behaviors. (English)
Contemp. Educ. Psychol. 6, No. 3, 237-249 (1981).
Classification: C20 F40
18
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Result 1 to 18 of 18 total

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