Result **1** to **20** of **956** total

A teacher changing her practice: a tentative explanation for the reasons behind it. (English)

Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 35, No. 3. Proceedings of the day conference, University of Reading, UK, November 7, 2015. London: British Society for Research into Learning Mathematics (BSRLM). 61-66 (2016).

1

Maths hub, mastery and messy research. (English)

Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 35, No. 3. Proceedings of the day conference, University of Reading, UK, November 7, 2015. London: British Society for Research into Learning Mathematics (BSRLM). 31-36 (2016).

2

Raising achievement through formative assessment in science and mathematics education (FaSMEd). (English)

Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 35, No. 2. Proceedings of the day conference, Durham University, UK, June 6, 2015. London: British Society for Research into Learning Mathematics (BSRLM). 100-105 (2015).

3

Constructing a dialogic teacher’s identity: a case study exploring the impact of community of practice. (English)

Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 35, No. 2. Proceedings of the day conference, Durham University, UK, June 6, 2015. London: British Society for Research into Learning Mathematics (BSRLM). 48-51 (2015).

4

CPD: enriching and engaging classroom teachers via a ‘paired days’ approach. (English)

Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 35, No. 2. Proceedings of the day conference, Durham University, UK, June 6, 2015. London: British Society for Research into Learning Mathematics (BSRLM). 37-42 (2015).

5

Are there differences between primary mathematics teachers with and without a subject-specific teaching qualification with regard to their professional beliefs? Results from TIMSS 2007. (Unterscheiden sich Mathematiklehrkräfte an Grundschulen mit und ohne Fach-Lehrbefähigung hinsichtlich ihrer berufsbezogenen Überzeugungen? Ergebnisse aus TIMSS 2007.) (German. English summary)

Math. Didact. 38, 5-36 (2015).

6

What teachers like. (Co se učitelům líbí.) (Czech. English summary)

Stud. Sci. Fac. Paedagog. 14, No. 2, 62-66 (2015).

7

Choosing high-yield tasks for the mathematical development of practicing secondary teachers. (English)

J. Math. Educ. Teach. Coll. 6, No. 1, 37-44 (2015).

8

From the physical classroom to the online classroom ‒ providing tuition, revision and professional development in 16‒19 education. (English)

Pope, Sue (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Proceedings of the British congress of mathematics education, BCME-8, University of Nottingham, UK, April 14‒17, 2014. London: British Society for Research into Learning Mathematics (BSRLM). 239-246 (2014).

9

The development and evolution of an introductory statistics course for in-service middle-level mathematics teachers. (English)

J. Stat. Educ. 22, No. 3, 22 p., electronic only (2014).

10

How working on mathematics impacts primary teaching: mathematics specialist teachers make the connections. (English)

Pope, Sue (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Proceedings of the British congress of mathematics education, BCME-8, University of Nottingham, UK, April 14‒17, 2014. London: British Society for Research into Learning Mathematics (BSRLM). 183-190 (2014).

11

Coaching: what do primary teachers perceive as the effective elements of a specialist-coaching approach when developing their classroom practice in mathematics? (English)

Barmby, P. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 34, No. 1. Proceedings of the day conference, King’s College, London, UK, March 1, 2014. London: British Society for Research into Learning Mathematics (BSRLM). 107-112 (2014).

12

An investigation of developing teachers’ understanding of using a dialogic approach in Saudi primary mathematics classrooms. (English)

Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 34, No. 2. Proceedings of the day conference, University of Southampton, UK, June 14, 2014. London: British Society for Research into Learning Mathematics (BSRLM). 49-54 (2014).

13

Lesson study and Project Maths: a professional development intervention for mathematics teachers engaging in a new curriculum. (English)

Pope, Sue (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Proceedings of the British congress of mathematics education, BCME-8, University of Nottingham, UK, April 14‒17, 2014. London: British Society for Research into Learning Mathematics (BSRLM). 255-262 (2014).

14

How a primary mathematics teacher in Shanghai improved her lessons on ‘angle measurement’. (English)

Pope, Sue (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Proceedings of the British congress of mathematics education, BCME-8, University of Nottingham, UK, April 14‒17, 2014. London: British Society for Research into Learning Mathematics (BSRLM). 113-120 (2014).

15

“It doesn’t have to be like this": women mathematics teachers’ experiences of professional learning. (English)

Barmby, P. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 34, No. 1. Proceedings of the day conference, King’s College, London, UK, March 1, 2014. London: British Society for Research into Learning Mathematics (BSRLM). 1-6 (2014).

16

Towards a model of professional development for mathematics teachers integrating new technology into their teaching practice. (English)

Pope, Sue (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Proceedings of the British congress of mathematics education, BCME-8, University of Nottingham, UK, April 14‒17, 2014. London: British Society for Research into Learning Mathematics (BSRLM). 279-286 (2014).

17

A patchwork of professional development: one teacher’s experiences over a school year. (English)

Pope, Sue (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Proceedings of the British congress of mathematics education, BCME-8, University of Nottingham, UK, April 14‒17, 2014. London: British Society for Research into Learning Mathematics (BSRLM). 207-214 (2014).

18

Trajectory into mathematics teaching via an alternate route: a survey of graduates from mathematics enhancement courses. (English)

Pope, Sue (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Proceedings of the British congress of mathematics education, BCME-8, University of Nottingham, UK, April 14‒17, 2014. London: British Society for Research into Learning Mathematics (BSRLM). 175-182 (2014).

19

Educational standards and teaching practice ‒ conceptions, materials and experience from five years of PIKAS. (Bildungsstandards und Unterrichtspraxis ‒ Konzeptionen, Materialien und Erfahrungen aus fünf Jahren PIKAS.) (German)

Steinweg, Anna Susanne (ed.), 10 Jahre Bildungsstandards. Tagungsband des AK Grundschule in der GDM 2014. Bamberg: University of Bamberg Press (ISBN 978-3-86309-270-2/pbk; 978-3-86309-271-9/ebook). Mathematikdidaktik Grundschule 4, 37-50 (2014).

20

Result **1** to **20** of **956** total