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The problem of certainty in mathematics. (English)
Educ. Stud. Math. 92, No. 3, 379-393 (2016).
Classification: E20 D20 C20 E50
1
Diagrams as means for learning. (English)
Saénz-Ludlow, Adalira (ed.) et al., Semiotics as a tool for learning mathematics. How to describe the construction, visualisation, and communication of mathematical concepts. Rotterdam: Sense Publishers (ISBN 978-94-6300-336-0/hbk; 978-94-6300-335-3/pbk; 978-94-6300-337-7/ebook). Semiotic Perspectives in the Teaching and Learning of Mathematics Series 3, 111-126 (2016).
Classification: E40 C30
2
Constructing knowledge seen as a semiotic activity. (English)
Saénz-Ludlow, Adalira (ed.) et al., Semiotics as a tool for learning mathematics. How to describe the construction, visualisation, and communication of mathematical concepts. Rotterdam: Sense Publishers (ISBN 978-94-6300-336-0/hbk; 978-94-6300-335-3/pbk; 978-94-6300-337-7/ebook). Semiotic Perspectives in the Teaching and Learning of Mathematics Series 3, 1-21 (2016).
Classification: C30 C50 E40 D20
3
Learning mathematics does not (necessarily) mean constructing the right knowledge. (English)
Learn. Math. 35, No. 3, 17‒22 (2015).
Classification: C30
4
Constructing abstract mathematical knowledge in context. (English)
Cho, Sung Je (ed.), Selected regular lectures from the 12th international congress on mathematical education, ICME 12, Seoul, Korea, July 8‒15, 2012. Cham: Springer (ISBN 978-3-319-17186-9/hbk; 978-3-319-17187-6/ebook). 115-133 (2015).
Classification: C30
5
Knowledge construction: individual or social? (English)
Gates, Peter (ed.) et al., Shifts in the field of mathematics education. Stephen Lerman and the turn to the social. Singapore: Springer (ISBN 978-981-287-178-7/hbk; 978-981-287-179-4/ebook). 151-170 (2015).
Classification: D20 C30 C60 A30
6
The student as a main actor in the construction of knowledge in technical high schools. (L’élève acteur dans la construction de son savoir en lycée professionnel.) (French)
Repères IREM 96, 53-67 (2014).
Classification: D44 D54 M54 D34
7
Proof image. (English)
Educ. Stud. Math. 87, No. 3, 297-321 (2014).
Classification: E50 C30
8
Learning the integral concept by constructing knowledge about accumulation. (English)
ZDM, Int. J. Math. Educ. 46, No. 4, 533-548 (2014).
Classification: I54 C34
9
Constructing knowledge by transformation, diagrammatic reasoning in practice. (English)
Rezat, Sebastian (ed.) et al., Transformation ‒ a fundamental idea of mathematics education. New York, NY: Springer (ISBN 978-1-4614-3488-7/hbk; 978-1-4614-3489-4/ebook). 141-153 (2014).
Classification: D30 E50 D20
10
Intentional teaching: integrating the processes of instruction and construction to promote quality early mathematics education. (English)
Kortenkamp, Ulrich (ed.) et al., Early mathematics learning. Selected papers of the POEM 2012 conference, Frankfurt am Main, Germany, February 27‒29, 2012. New York, NY: Springer (ISBN 978-1-4614-4677-4/hbk; 978-1-4614-4678-1/ebook). 257-274 (2014).
Classification: D42 D32
11
Knowledge shifts and knowledge agents in the classroom. (English)
J. Math. Behav. 33, 192-208 (2014).
Classification: C35 C75 I75
12
Activity theory, interactionism and social constructivism. What theoretical framework in the construction of mathematical knowledge is related to representations? (Théorie de l’activité, interactionnisme et socioconstructivisme. Quel cadre théorique autour des représentations dans la construction des connaissances mathématiques?) (French. English summary)
Ann. Didact. Sci. Cogn. 18, 9-27 (2013).
Classification: C30 D20
13
Coping with patterns and variability ‒ reconstructing learning pathways towards chance. (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). 880-889 (2013).
Classification: K53 C33
14
Revisiting the efficacy of constructivism in mathematics education. (English)
Philos. Math. Educ. J. 27, 13 p., electronic only (2013).
Classification: D20 C30 C60
15
Teacher practices and hybrid space in a fifth-grade mathematics classroom. (English)
Math. Educ. (Athens) 22, No. 2, 55-81 (2013).
Classification: C30 C70 D40
16
Constructing the fundamental theorem of calculus. (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. 3. Kiel: IPN‒Leibniz Institute for Science and Mathematics Education at the University of Kiel (ISBN 978-3-89088-289-5). 201-208 (2013).
Classification: I54 I44
17
Recognising different aspects as a key to understanding: a case study on linear maps at university level. (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. 4. Kiel: IPN‒Leibniz Institute for Science and Mathematics Education at the University of Kiel (ISBN 978-3-89088-290-1). 153-160 (2013).
Classification: H65 C35
18
Knowledge construction in a computerized environment: eighth grade dyads explore a problem situation. (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. 3. Kiel: IPN‒Leibniz Institute for Science and Mathematics Education at the University of Kiel (ISBN 978-3-89088-289-5). 401-408 (2013).
Classification: C33 U73 I23
19
Instrumented activity and semiotic mediation: two frames to describe the conjecture construction process as curricular organizer. (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. 4. Kiel: IPN‒Leibniz Institute for Science and Mathematics Education at the University of Kiel (ISBN 978-3-89088-290-1). 145-152 (2013).
Classification: C30 G40 U70 D20
20
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