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Result 1 to 20 of 56 total

Statistical training of pre-service teachers with application in school practice. (English)
Ben-Zvi, Dani (ed.) et al., The teaching and learning of statistics. International perspectives. Cham: Springer (ISBN 978-3-319-23469-4/hbk; 978-3-319-23470-0/ebook). 279-288 (2016).
Classification: K49 K79 D39
1
Lessons learned from a math teachers’ circle. (English)
Dewar, Jacqueline (ed.) et al., Mathematics education. A spectrum of work in mathematical sciences departments. Cham: Springer (ISBN 978-3-319-44949-4/hbk; 978-3-319-44950-0/ebook). Association for Women in Mathematics Series 7, 89-103 (2016).
Classification: B50 D49
2
Tracing professional development to practice: connection making and content knowledge in one teacher’s experience. (English)
J. Math. Teach. Educ. 18, No. 3, 273-297 (2015).
Classification: D39 F80 D40
3
History of mathematics: three activities to use with undergraduate students and in-service teachers. (English)
PRIMUS, Probl. Resour. Issues Math. Undergrad. Stud. 24, No. 8, 698-709 (2014).
Classification: D35 D39 D45 D49 A30
4
Learning to lead/leading to learn. (English)
Teach. Child. Math. 20, No. 3, 146-153 (2013).
Classification: D39 C39 D40
5
Preservice teachers’ understanding of variable. (English)
Investig. Math. Learn. 6, No. 1, 1-17 (2013).
Classification: H23 H29 E43 E49 D73 D79
6
Eliciting and developing teachers’ conceptions of random processes in a probability and statistics course. (English)
Math. Think. Learn. 15, No. 1, 58-82 (2013).
Classification: K59 K69 K49 B50 C39
7
A little area challenge: a sod story. (English)
Teach. Child. Math. 18, No. 9, 550-557 (2012).
Classification: G30 D70 C30 D40
8
Building understanding of decimal fractions. (English)
Teach. Child. Math. 18, No. 9, 558-564 (2012).
Classification: F49 D79
9
Justification as a teaching and learning practice: its (potential) multifacted role in middle grades mathematics classrooms. (English)
J. Math. Behav. 31, No. 4, 447-462 (2012).
Classification: E53 D33
10
Measuring mathematical knowledge for teaching fractions with drawn quantities. (English)
J. Res. Math. Educ. 43, No. 4, 391-427 (2012).
Classification: D69 C49 F40 F70
11
Middle-school mathematics teachers’ beliefs in NCTM’s vision. (English)
Sch. Sci. Math. 112, No. 8, 466-475 (2012).
Classification: C29 B73 D33
12
Prospective middle grade mathematics teachers’ knowledge of algebra for teaching. (English)
J. Math. Behav. 31, No. 4, 417-430 (2012).
Classification: B50 C49 H19 I29
13
GAISEing into the common core of statistics. (English)
Math. Teach. Middle Sch. 18, No. 1, 38-45 (2012).
Classification: K43 K53 B73
14
Ponderings on pocket-sized polyhedra. (English)
Math. Teach. (Reston) 105, No. 7, 506-512 (2012).
Classification: G40 U60
15
Why don’t we just divide across? (English)
Math. Teach. Middle Sch. 17, No. 6, 340-345 (2012).
Classification: F43 D43
16
The nature and development of middle school mathematics teachers’ knowledge. (English)
J. Math. Teach. Educ. 15, No. 2, 131-157 (2012).
Classification: B50 C29
17
Secondary mathematics teacher differences: teacher quality and preparation in a New York City alternative certification program. (English)
Math. Educ. (Athens) 20, No. 2, 24-32 (2011).
Classification: B50 C49 C29
18
Factors influencing middle school mathematics teachers’ beliefs about ELLs in mainstream classrooms. (English)
Issues Undergrad. Math. Prep. Sch. Teach., J. 5, Teacher Attributes, 7 p. (2011).
Classification: C29 B50 C50
19
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
20
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