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Analysing two group-tasks leading to a collaborative classroom practice with Engeström’s activity theory. (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). 43-48 (2014).
Classification: D43
1
Transforming research to transform mathematics instruction. (English)
Li, Yeping (ed.) et al., Transforming mathematics instruction. Multiple approaches and practices. Cham: Springer (ISBN 978-3-319-04992-2/hbk; 978-3-319-04993-9/ebook). Advances in Mathematics Education, 549-557 (2014).
Classification: D20 D30 D40
2
The expertise reversal effect concerning instructional explanations. (English)
Instr. Sci. 41, No. 2, 407-429 (2013).
Classification: U55 C35 K45 K85 R45
3
A local instructional theory for the guided reinvention of the quotient group concept. (English)
J. Math. Behav. 32, No. 4, 726-742 (2013).
Classification: H45 D45
4
A local instructional theory for the guided reinvention of the group and isomorphism concepts. (English)
J. Math. Behav. 32, No. 4, 712-725 (2013).
Classification: H45 D45
5
Co-organizing the own learning process. Using work schedules for intra-classroom grouping. (Das eigene Lernen mitorganisieren. Mit Arbeitsplänen klassenintern differenzieren.) (German)
Mathematik 5 bis 10, No. 23, 24-27 (2013).
Classification: D43 D63
6
Issues in theorizing mathematics learning and teaching: a contrast between learning through activity and DNR research programs. (English)
J. Math. Behav. 32, No. 3, 281-294 (2013).
Classification: C30 D40
7
The need for theories of conceptual learning and teaching of mathematics. (English)
Leatham, Keith R. (ed.), Vital directions for mathematics education research. New York, NY: Springer (ISBN 978-1-4614-6976-6/hbk; 978-1-4614-6977-3/ebook). 95-118 (2013).
Classification: D20 C30 D40
8
Heaven and earth. (English)
Math. Compet. 25, No. 2, 8-34 (2012).
Classification: U40 B60 Reviewer: Peter Dürr (Linkenheim)
9
Issues to consider in designing WebQuests: a literature review. (English)
Comput. Sch. 29, No. 3, 300-314 (2012).
Classification: R30 U50
10
An activity theory analysis of teaching goals versus student epistemological positions. (English)
Int. J. Technol. Math. Educ. 19, No. 4, 147-152 (2012).
Classification: D40 C30 D20
11
Proof, proving, and teacher-student interaction: theories and contexts. (English)
Hanna, Gila (ed.) et al., Proof and proving in mathematics education. The 19th ICMI study. Berlin: Springer (ISBN 978-94-007-2128-9/hbk; 978-94-007-2129-6/ebook). New ICMI Study Series 15, 261-277 (2012).
Classification: E50 C70
12
A model of teacher change and development. (English)
Int. J. Technol. Math. Educ. 19, No. 2, 59-71 (2012).
Classification: B50 U50
13
Number theory, dialogue, and the use of spreadsheets in teacher education. (English)
Spreadsheets Educ. 4, No. 3, 22 p., electronic only (2011).
Classification: F69 U79
14
Design research in the Netherlands: introducing logarithms using realistic mathematics education. (English)
J. Math. Educ. Teach. Coll. 2, No. 1, 47-52 (2011).
Classification: D40 D20
15
Competence, didactic situations and virtual environments for teaching and learning. (English)
Int. J. Technol. Math. Educ. 18, No. 3, 113-120 (2011).
Classification: D30 U50
16
Towards an empirically grounded theory of action for improving the quality of mathematics teaching at scale. (English)
Math. Teach. Educ. Dev. 13, No. 1, 6-33 (2011).
Classification: B50 D29
17
Who does what? A linguistic approach to analyzing teachers’ reactions to videos. (English)
ZDM, Int. J. Math. Educ. 43, No. 1, 65-80 (2011).
Classification: C70 C50 D40 D20
18
Building mathematical knowledge in teaching by means of theorised tools. (English)
Rowland, Tim (ed.) et al., Mathematical knowledge in teaching. Berlin: Springer (ISBN 978-90-481-9765-1/hbk; 978-90-481-9766-8/ebook). Mathematics Education Library 50, 273-287 (2011).
Classification: D29 B50 D39
19
Realizing the cognitive potential of children 5‒7 with a mathematics focus: Post-test and long-term effects of a 2-year intervention. (English)
Br. J. Educ. Psychol. 80, No. 3, 363-379 (2010).
Classification: C32
20
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