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Result 1 to 13 of 13 total

Kindergarten teachers’ orchestration of mathematical activities afforded by technology: agency and mediation. (English)
Educ. Stud. Math. 93, No. 1, 1-17 (2016).
Classification: U71 D41
1
Beliefs of kindergarten and primary school teachers towards mathematics teaching and learning. (English)
Ubuz, Behiye (ed.) et al., CERME 8. Proceedings of the eigth congress of the European Society of Research in Mathematics Education, Antalya, Turkey, February 6‒10, 2013. Ankara: Middle East Technical University (ISBN 978-975-429-315-9). 2128-2137 (2013).
Classification: C29 D31 D32 C31 C32
2
Kindergarten teachers’ use of semiotic resources in providing early learning experiences in geometry with a picture book as a didactical tool. (English)
Lindmeier, Anke M. (ed.) et al., Proceedings of the 37th conference of the International Group for the Psychology of Mathematics Education “Mathematics learning across the life span", PME 37, Kiel, Germany, July 28‒August 2, 2013. Vol. 2. Kiel: IPN‒Leibniz Institute for Science and Mathematics Education at the University of Kiel (ISBN 978-3-89088-288-8). 257-264 (2013).
Classification: G21 E51 C31 U61
3
Kindergarten teachers orchestrating children’s appropriation of mathematical tools. (English)
Grevholm, Barbro (ed.) et al., Nordic research in didactics of mathematics: past, present and future. Oslo: Cappelen Damm Akademisk (ISBN 978-82-02-39348-9/pbk). 108-129 (2013).
Classification: D20 B50 D40
4
Making 10 my way. (English)
Teach. Child. Math. 19, No. 3, 164-173 (2012).
Classification: F32 F31 D41 D42 F92 F91 F22 F21
5
Teacher-initiated differentiation. (English)
Teach. Child. Math. 19, No. 3, 158-163 (2012).
Classification: D41 D42
6
Kindergarten teachers’ accounts of their developing mathematical practice. (English)
ZDM, Int. J. Math. Educ. 44, No. 5, 653-664 (2012).
Classification: C71 D41
7
The relation between teachers’ math talk and the acquisition of number sense within kindergarten classrooms. (English)
J. Sch. Psychol. 49, No. 3, 281-299 (2011).
Classification: C71 F21
8
Predictors of mothers’ and fathers’ teaching of reading and mathematics during kindergarten and grade 1. (English)
Learn. Instr. 20, No. 1, 61-71 (2010).
Classification: C61 C62
9
Professional noticing of children’s mathematical thinking. (English)
J. Res. Math. Educ. 41, No. 2, 169-202 (2010).
Classification: B50
10
Cognitive styles, task presentation mode and mathematical performance. (English)
Res. Math. Educ. 11, No. 2, 131-148 (2009).
Classification: C39 B50
11
Numbers are nothing to be afraid of ‒ concepts of nursery school teachers on mathematics in pre-school. (Zahlen sind nichts Schlimmes ‒ Vorstellungen von Erzieherinnen über Mathematik im Kindergarten.) (German)
Vásárhelyi, Eva (ed.), Beiträge zum Mathematikunterricht 2008. Vorträge auf der 42. GDM Tagung für Didaktik der Mathematik. Münster: WTM-Verlag; Münster: Martin Stein Verlag (ISBN 978-3-9811015-7-7/print edition; 978-3-9811015-8-4/CD). 277-280 (2008).
Classification: B51 C21
12
They’re little but they’re great. (Son pequeñitos pero fantásticos.) (Spanish. English summary)
Uno 13, No. 45, 8-14 (2007).
Classification: B51 D41
13
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