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“Usually we are not where the teacher is”. Individualized teaching methods in mathematics classrooms. (English)
Klette, Kirsti (ed.) et al., Teaching and learning in lower secondary schools in the era of PISA and TIMSS. Cham: Springer (ISBN 978-3-319-17301-6/hbk; 978-3-319-17302-3/ebook). Professional Learning and Development in Schools and Higher Education 12, 47-61 (2016).
Classification: D40 C70
1
Learning to learn ‒ differentiated, individually, cooperatively. Rich learning environments in mathematics in grade 7. (Lernen lernen ‒ (b)innendifferenziert, individuell, kooperativ. Reiche Lernumgebung im Fach Mathematik des Jahrgangs 7.) (German)
Lernchancen 17, No. 99-100, 76-83 (2014).
Classification: D40 C30 C70
2
Differentiated instruction in shared mathematical contexts. (English)
Teach. Child. Math. 20, No. 7, 426-435 (2014).
Classification: D42 F32 C72
3
Personalized learning in algebra. (English)
Math. Teach. (Reston) 108, No. 4, 272-279 (2014).
Classification: D40 C20 C30
4
Reviewing the basis of comprehension in mathematics education. Focused fostering instead of a purely methodical individualization. (Verstehensgrundlagen aufarbeiten im Mathematikunterricht. Fokussierte Förderung statt rein methodischer Individualisierung.) (German)
Pädagogik 66, No. 5, 21-25 (2014).
Classification: D43 F43
5
Individualizing ans differentiating. (Individualisieren und Differenzieren.) (German)
Bruder, Regina (ed.) et al., Handbuch der Mathematikdidaktik. Heidelberg: Springer Spektrum (ISBN 978-3-642-35118-1/hbk; 978-3-642-35119-8/ebook). 513-534 (2013).
Classification: D40
6
Making shifts toward proficiency. (English)
Teach. Child. Math. 20, No. 3, 162-170 (2013).
Classification: D40 C70 D30
7
The myth of differentiation in mathematics ‒ providing maximum growth. (English)
Math. Teach. (Reston) 107, No. 1, 9-11 (2013).
Classification: D30 D40 D60
8
The mathematics of fountain design: a multiple-centres activity. (English)
Teach. Math. Appl. 32, No. 1, 19-27 (2013).
Classification: M54 I24
9
UDL for geometric length measurement. (English)
Teach. Child. Math. 19, No. 3, 146-151 (2012).
Classification: G31 D41 U61 C41
10
Proportional reasoning and the visually impaired. (English)
Math. Teach. Middle Sch. 18, No. 5, 286-291 (2012).
Classification: F83 D33 D43 C23 E53
11
Making 10 my way. (English)
Teach. Child. Math. 19, No. 3, 164-173 (2012).
Classification: F32 F31 D41 D42 F92 F91 F22 F21
12
Using self-assessment to support individualized learning. (English)
Math. Teach. (Derby) 231, 26-27 (2012).
Classification: D60 D40
13
Teacher-initiated differentiation. (English)
Teach. Child. Math. 19, No. 3, 158-163 (2012).
Classification: D41 D42
14
Using math stations for commonsense inclusiveness. (English)
Teach. Child. Math. 19, No. 4, 238-246 (2012).
Classification: D40 C70
15
The menu for every young mathematician’s appetite. (English)
Teach. Child. Math. 19, No. 4, 228-236 (2012).
Classification: D40 D50
16
Increasing participation through differentiation. (English)
Teach. Child. Math. 19, No. 3, 194-200 (2012).
Classification: D40
17
7 steps to high-end learning. (English)
Teach. Child. Math. 19, No. 3, 184-192 (2012).
Classification: D40 C70 D60
18
"Playing the game" of story problems: coordinating situation-based reasoning with algebraic representation. (English)
J. Math. Behav. 31, No. 2, 174-195 (2012).
Classification: D53 F93
19
Diagnosis and individual support in the teaching of fractional arithmetic. (Diagnose und individuelle Förderung im Bruchrechenunterricht.) (German)
Mathematikunterricht 57, No. 3, 35-44 (2011).
Classification: F43 D43 D63
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