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Result 1 to 20 of 36 total

Making logarithms accessible ‒ operational and structural basic models for logarithms. (English. German summary)
J. Math.-Didakt. 37, Suppl. 1, S69-S98 (2016).
Classification: F50 H30 C30
1
Probability in reasoning: a developmental test on conditionals. (English)
Cognition 137, 22-39 (2015).
Classification: K50 E50
2
Order and value: transitioning to integers. (English)
Teach. Child. Math. 20, No. 9, 546-554 (2014).
Classification: F43 C33
3
Negative integer understanding: characterizing first graders’ mental models. (English)
J. Res. Math. Educ. 45, No. 2, 194-245 (2014).
Classification: F42 C32
4
Exploring students’ mental models in linear algebra and analytic geometry: obstacles for understanding basic concepts. (English)
Nicol, Cynthia (ed.) et al., Proceedings of the 38th conference of the International Group for the Psychology of Mathematics Education “Mathematics education at the edge", PME 38 held jointly with the 36th conference of PME-NA, Vancouver, Canada, July 15‒20, 2014, Vol. 5. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-365-4/v.5). 121-128 (2014).
Classification: H64 G74 C34
5
Basic concepts. (Grundvorstellungen.) (German)
Plackner, Eva-Maria (ed.) et al., Grundlagen fördern. Hildesheim: Franzbecker (ISBN 978-3-88120-836-9/pbk). MaMut ‒ Materialien für den Mathematikunterricht 2, 7-20 (2014).
Classification: D30
6
Principles of tasks’ construction regarding mental models of statistical situations. (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). 777-786 (2013).
Classification: K40 C30 D50
7
Basic modelling of uncertainty: young students’ mental models. (English)
ZDM, Int. J. Math. Educ. 44, No. 7, 841-854 (2012).
Classification: K50 C30
8
Taking away and determining the difference - a longitudinal perspective on two models of subtraction and the inverse relation to addition. (English)
Educ. Stud. Math. 79, No. 3, 389-408 (2012).
Classification: F32 D52 D42 C32
9
The mental representation of integers: an abstract-to-concrete shift in the understanding of mathematical concepts. (English)
Cognition 121, No. 3, 363-385 (2011).
Classification: F40 C30
10
Why Johnny can’t apply multiplication? revisiting the choice of operations with fractions. (English)
Int. Electron. J. Math. Educ. 6, No. 2, 65-88 (2011).
Classification: F43 C33
11
Modeling theory for math and science education. (English)
Lesh, Richard (ed.) et al., Modeling students’ mathematical modeling competencies. ICTMA 13. Proceedings of the 13th international conference on the teaching of mathematical modelling and applications, July 22‒26, 2007. London: Springer (ISBN 978-1-4419-0560-4/hbk; 978-1-4419-0561-1/ebook). 13-41 (2010).
Classification: D20 C30 M10
12
Working with representations ‒ developing workable concepts. (Mit Darstellungen arbeiten ‒ tragfähige Vorstellungen entwickeln.) (German)
PM Prax. Math. Sch. 52, No. 32, 1-8 (2010).
Classification: C30 E40
13
Using mental imagery processes for teaching and research in mathematics and computer science. (English)
Int. J. Math. Educ. Sci. Technol. 41, No. 2, 229-242 (2010).
Classification: C35
14
The relevance of didactic categories for analysing obstacles in conceptual change: revisiting the case of multiplication of fractions. (English)
Learn. Instr. 18, No. 1, 3-17 (2008).
Classification: F40 D70 C30
15
Approaching the distributive law with young pupils. (English. Spanish summary)
PNA 3, No. 2, 73-85 (2008).
Classification: F32 C32 H42
16
How can we assess mathematical understanding? (English)
Woo, Jeong-Ho (ed.) et al., Proceedings of the 31st annual conference of the International Group for the Psychology of Mathematics Education, PME, Seoul, Korea, July 8‒13, 2007. Vol. 1-4. Seoul: The Korea Society of Educational Studies in Mathematics. Part 2, 41-48 (2007).
Classification: D60 C30 A60
17
“If you can turn a rectangle into a square, you can turn a square into a rectangle $\dots $” Young students experience the dragging tool. (English)
Int. J. Comput. Math. Learn. 11, No. 3, 271-299 (2006).
Classification: G43 C33 U53 R23
18
Modelling fractions with area: the salience of vertical partitioning. (English)
Novotná, Jarmila (ed.) et al., Mathematics in the centre. Proceedings of the 30th annual conference of the International Group for the Psychology of Mathematics Education, PME, Prague, Czech Republic, July 16‒21, 2006. Vol. 1-5. Prague: Charles University, Faculty of Education. Part 4, 17-24 (2006).
Classification: F43 C73 D43 C33
19
Mental and numeric models, a descriptive study. (Modelos mentales y modelos numéricos: un estudio descriptivo en la enseñanza media.) (Spanish)
Relime 9, No. 1, 151-178 (2006).
Classification: F93 F94 C33 C34
20
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