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Making STEM connections. (English)
Math. Teach. (Reston) 109, No. 8, 576-583 (2016).
Classification: M50 D40 D80
1
The significance of spatial imagery for mathematical giftedness in the primary school age. (Die Bedeutung des räumlichen Vorstellungsvermögens für mathematische Begabungen im Grundschulalter.) (German)
Benölken, Ralf (ed.) et al., Individuelles Fördern im Kontext von Inklusion. Tagungsband aus Anlass des zehnjährigen Bestehens des Projektes ‘Mathe für kleine Asse’ und des einjährigen Jubiläums des Projektes ‘MaKosi’. Münster: WTM-Verlag (ISBN 978-3-95987-001-6/pbk). Schriften zur Mathematischen Begabungsforschung 8, 145-162 (2016).
Classification: C30 C40 C90 G20
2
Calculating with transitions. Speaking of arithmetic strategies and ensuring foundations. (Rechnen mit Übergängen. Über Rechenstrategien sprechen und Grundlagen sichern.) (German)
Math. Lehren 32, No. 192, 8-13 (2015).
Classification: F33 D43 Reviewer: Renate Stürmer (Zweibrücken)
3
Mental representations of mathematical objects and relations by school children in their first school years. (Mentale Repräsentationen mathematischer Objekte und Beziehungen bei Kindern in den ersten Schuljahren.) (German)
Reinhold, Simone (ed.) et al., Mathematische Studien im Spannungsfeld von Geschichte, Philosophie \& Didaktik der Mathematik. Festschrift für Thomas Bedürftig. Münster: WTM-Verlag (ISBN 978-3-942197-46-5/pbk). Festschriften der Mathematikdidaktik 2, 9-28 (2015).
Classification: F21 F32 C31 C32
4
Didactic analyses based on structural genetics ‒ empirical research “of the first kind". (Strukturgenetische didaktische Analysen ‒ empirische Forschung “erster Art".) (German. English summary)
Math. Didact. 38, 239-255 (2015).
Classification: D20 D42 D49
5
In-class purposes of flipped mathematics educators. (English)
J. Math. Educ. Teach. Coll. 6, No. 2, 17-25 (2015).
Classification: D40 C29
6
Against inductivism in the didactics of mathematics. (Wider den mathematikdidaktischen Induktivismus.) (German)
Mathematikunterricht 61, No. 6, 55-60 (2015).
Classification: D20 E20 E50
7
The assessment of self efficacy. (English)
Equals 20, No. 1, 8-18 (2015).
Classification: C20
8
The use of mathematical investigations in a Queensland primary school and implications for professional development. (English)
Int. J. Math. Teach. Learn. 2015, 20 p., electronic only (2015).
Classification: D40 D39
9
Risk intuitions and perceptions: a case study of four year 13 (grade 12) students. (English)
Math. Enthus. 12, No. 1-3, 330-346 (2015).
Classification: D34 K94 K54 K74 C34
10
Investigative approaches to teaching mathematics and “getting through the curriculum”: the example of pendulums. (English)
Aust. Math. Teach. 70, No. 3, 25-33 (2014).
Classification: D40 D30 M50
11
Making mathematics meaningful: using student-initiated problems to situate mathematics. (English)
Aust. Prim. Math. Classr. 19, No. 1, 9-13 (2014).
Classification: D30 D40 D50
12
Problem posing for and through investigations in a dynamic geometry environment. (English)
Singer, Florence Mihaela (ed.) et al., Mathematical problem posing. From research to effective practice. New York, NY: Springer (ISBN 978-1-4614-6257-6/hbk; 978-1-4614-6258-3/ebook). Research in Mathematics Education, 373-391 (2014).
Classification: D50 U70 G40
13
Will things ever change? (English)
Math. Teach. (Derby) 243, 32-35 (2014).
Classification: D40 D30 B20
14
Inspirational use of technology and Cockcroft 243. (English)
Math. Teach. (Derby) 243, 36-37 (2014).
Classification: D30 D40 U70 B20
15
Exploring the relationship between teachers’ images of mathematics and their mathematics history knowledge. (English)
Philos. Math. Educ. J. 28, 15 p., electronic only (2014).
Classification: C29 C49 C69
16
Cockcroft: classic English fudge with a disappointing after taste. (English)
Math. Teach. (Derby) 243, 23-27 (2014).
Classification: B20 D30 D40 C70
17
Solving optimization problems with dynamic geometry software: the airport problem. (English)
J. Math. Educ. Teach. Coll. 5, No. 2, 17-27 (2014).
Classification: G40 U70 E50
18
Understanding student errors. Typical error patterns in functional thinking. (Schülerfehler verstehen. Typische Fehlermuster im funktionalen Denken.) (German)
Math. Lehren 31, No. 187, 8-11 (2014).
Classification: D73 D74 Reviewer: Renate Stürmer (Zweibrücken)
19
Hattie’s study ‒ already forgotten? (Die Hattie-Studie ‒ schon vergessen?) (German)
Mathematik 5 bis 10, No. 27, 46-47 (2014).
Classification: D20 C30 C70
20
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