History


Help on query formulation
first | previous | 1 21 41 61 81 101 | next | last

Result 1 to 20 of 440 total

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
1
Infinitely different infinities. (Unendlich unterschiedliche Unendlichkeiten.) (German)
Monoid 36, No. 126, 8-11 (2016).
Classification: E60 F50
2
Paul Cohen ‒ axiom of choice and continuum hypothesis. (Paul Cohen ‒ Auswahlaxiom und Kontinuumshypothese.) (German)
Wurzel 50, No. 6, 118-121 (2016).
Classification: A30 E60 F30 F50
3
The number line. One working material, many practicing possibilities ‒ from an introduction to specific tasks. (Der Zahlenstrahl. Ein Arbeitsmittel, viele Übungsmöglichkeiten ‒ von der Einführung bis zur konkreten Aufgabenstellung.) (German)
Grundsch.unterr., Math. 62, No. 3, 8-11 (2015).
Classification: F22 F32 U62 C32 D42
4
The first weeks in mathematics education. Using children’s prior knowledge as a starting point, picking it up, expanding it step by step and structuring it usefully. (Die ersten Wochen im Mathematikunterricht. An das Vorwissen der Kinder anknüpfen, es aufgreifen, Schritt für Schritt erweitern und sinnvoll strukturieren.) (German)
Grundsch.unterr., Math. 62, No. 4, 12-16 (2015).
Classification: F22 D42 F32
5
Calculating with transitions. Speaking of arithmetic strategies and ensuring foundations. (Rechnen mit Übergängen. Über Rechenstrategien sprechen und Grundlagen sichern.) (German)
Math. Lehren 32, No. 192, 8-13 (2015).
Classification: F33 D43 Reviewer: Renate Stürmer (Zweibrücken)
6
Multiplication by $10_{\text{five}}$: making sense of place value structure through an alternate base. (English)
Math. Teach. Educ. 3, No. 2, 83-98 (2015).
Classification: F39 F29
7
The MinMax sequence. (Die MinMax Folge.) (German)
MNU, Math. Naturwiss. Unterr. 68, No. 4, 229-230 (2015).
Classification: F60 F30 I30
8
Inhibiting natural knowledge in fourth graders: towards a comprehensive test instrument. (English)
ZDM, Math. Educ. 47, No. 5, 849-857 (2015).
Classification: F43 F33 D73 C43 C33
9
Inappropriately applying natural number properties in rational number tasks: characterizing the development of the natural number bias through primary and secondary education. (English)
Educ. Stud. Math. 90, No. 1, 39-56 (2015).
Classification: F40 D70
10
Counting-number magic ‒ a card trick. (Zählzahlzauberei ‒ ein Kartentrick.) (German)
PM Prax. Math. Sch. 57, No. 62, 46-47 (2015).
Classification: U63 F33 A23
11
In search for the natural number bias in secondary school students’ interpretation of the effect of arithmetical operations. (English)
Learn. Instr. 37, 30-38 (2015).
Classification: F43 F44 D73 D74
12
Variability in the natural number bias: who, when, how, and why. (English)
Learn. Instr. 37, 56-61 (2015).
Classification: F40 D70
13
Children’s mappings between number words and the approximate number system. (English)
Cognition 138, 102-121 (2015).
Classification: F21 C51
14
Theoretical and didactic aspects of numeration of real numbers. (English)
Acta Math. Nitriensia 1, No. 2, 15-20 (2015).
Classification: F50
15
How-many-ness and rank order ‒ towards the deconstruction of ‘natural number’. (English)
Pope, Sue (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Proceedings of the British congress of mathematics education, BCME-8, University of Nottingham, UK, April 14‒17, 2014. London: British Society for Research into Learning Mathematics (BSRLM). 33-40 (2014).
Classification: E20 F30 D20 E40
16
Analysis of problems posed by pre-service primary teachers about adding fractions in terms of semantic structures. (English)
Math. Educ. (Ank.) 9, No. 2, 135-146 (2014).
Classification: F49 D59
17
What’s so special about 3? (English)
Math. Teach. (Reston) 108, No. 1, 71-75 (2014).
Classification: F69 F59 H39
18
Finding formulae for summing the general power series of positive integers. (English)
Math. Teach. (Derby) 238, 17-21 (2014).
Classification: I30
19
Division ‒ gcd ‒ congruence. (Division ‒ PGCD ‒ congruence.) (French)
Losanges 26, 58-61 (2014).
Classification: F60
20
first | previous | 1 21 41 61 81 101 | next | last

Result 1 to 20 of 440 total

Valid XHTML 1.0 Transitional Valid CSS!