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Using the Singapore bar model to support the interpretation and understanding of word problems in key stage 2. (English)
Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 35, No. 3. Proceedings of the day conference, University of Reading, UK, November 7, 2015. London: British Society for Research into Learning Mathematics (BSRLM). 114-119 (2016).
Classification: F92 D52 F32 F42
1
Where does the “carry over" come from? Representing the multiplication of natural numbers in different ways. (Woher kommt das “eins gemerkt"? Multiplikation natürlicher Zahlen auf verschiedene Weise darstellen.) (German)
Mathematik 5 bis 10 36, 6-9 (2016).
Classification: F33 D83
2
The central idea of “measuring" ‒ using the potential of a central idea. (Die Leitidee “Messen" ‒ das Potential einer Leitidee nutzen.) (German)
Mathematik 5 bis 10 36, 42-45 (2016).
Classification: D33 F73 G33
3
Mathematics everywhere. From Pythagoras to big data. (Alles Mathematik. Von Pythagoras zu Big Data.) 4th extended edition. (German)
Heidelberg: Springer Spektrum (ISBN 978-3-658-09989-3/pbk; 978-3-658-09990-9/ebook). xi, 472~p. (2016).
Classification: A80 Reviewer: Franz Lemmermeyer (Jagstzell)
4
Using cold progression in a productive way for mathematics lessons. (Kalte Progression für den Mathematikunterricht produktiv nutzen.) (German)
PM Prax. Math. Sch. 57, No. 62, 14-20 (2015).
Classification: M30 M40 I20
5
Calculations with money ‒ in a different way. Circumference and area of coins as a function of the radius. (Rechnen mit Geld ‒ einmal anders. Umfang und Flächeninhalt von Münzen als Funktionen des Radius.) (German)
Mathematik 5 bis 10 30, 32-33 (2015).
Classification: I23 G33 U63
6
‘Negative of my money, positive of her money’: secondary students’ ways of relating equations to a debt context. (English)
Int. J. Math. Educ. Sci. Technol. 46, No. 2, 234-249 (2015).
Classification: F42 F43 F92 F93 H32 H33
7
Learning mathematical model-making. (English)
Barmby, P. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 34, No. 1. Proceedings of the day conference, King’s College, London, UK, March 1, 2014. London: British Society for Research into Learning Mathematics (BSRLM). 101-106 (2014).
Classification: M10
8
“Because, you can calculate better in this way!". (“Weil man da wieder besser rechnen kann!".) (German)
Grundschulzeitschrift 28, No. 280, 50-53 (2014).
Classification: F32 N22 F72 M92
9
Enterprise week at St Martin’s. (English)
Prim. Math. 18, No. 2, 19-21 (2014).
Classification: D42 D82 M42
10
Interest rate conversion. (English)
Spreadsheets Educ. 8, No. 1, 24 p., electronic only (2014).
Classification: M30 U70
11
Preferring 100 Euro or a few per cent? Salary increases as examples for percentage change. (Lieber 100 Euro oder ein paar Prozent? Gehaltserhöhungen als Beispiel prozentualer Veränderungen.) (German)
Mathematik 5 bis 10 29, 30-31 (2014).
Classification: F83 D83 M33 M43
12
There are learning difficulties in every class. Report on experiences in grade 7. (Lernschwierigkeiten gibt es in jeder Klasse. Erfahrungsbericht aus einer 7. Klasse.) (German)
PM Prax. Math. Sch. 56, No. 56, 22-28 (2014).
Classification: F83 D73 F93 I23
13
Mathematics in unusual places. VI: Yugoslavian currency. (English)
Equals 19, No. 2, 3-6, electronic only (2013).
Classification: F30 F70 F90
14
Tales from the ARC. III. (English)
Equals 19, No. 2, 6-8, electronic only (2013).
Classification: C90 D86 F70 F90
15
Life as it is: financial advisor. (Het leven zoals het is: financieel adviseur.) (Dutch)
Uitwiskeling 29, No. 3, 3-6 (2013).
Classification: M40 M30 M90
16
“I’ve heard that money is valuable". (“Ich habe gehört, dass Geld wertvoll ist.".) (German)
Math. Differ. 4, No. 4, 26-30 (2013).
Classification: U62 U63 M32 M33 D52 D53 F22 F23 F32 F33 C62 C63 F72 F73
17
“One Euro, that are 100 Cents." A station work offer on the topic money. (“Ein Euro, das sind 100 Cent." Ein Stationsangebot zum Größenbereich Geld.) (German)
Math. Differ. 4, No. 4, 20-25 (2013).
Classification: U62 D82 F72 D52 F22 F32
18
Money in the kindergarten. An effective way to flexible conceptions of numbers. (Geld im Kindergarten. Ein effektiver Weg zu flexiblen Zahlvorstellungen.) (German)
Math. Differ. 4, No. 4, 14-18 (2013).
Classification: U61 F71 D31 F21 C31 F31
19
Money. Everyday value and calculation tool. (Geld. Ein Alltagswert und Rechenhilfsmittel.) (German)
Math. Differ. 4, No. 4, 4-5 (2013).
Classification: U60 F70 F20 F30
20
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