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Profiles of primary school teachers who propose open problems during mathematics sessions. (Profils de professeurs des écoles proposant des problèmes ouverts en mathématiques.) (French. English summary, Spanish summary)
Rech. Didact. Math. 36, No. 1, 11-47 (2016).
Classification: D50 D30 C50
1
From the teaching through open problem solving to mathematical investigations: possibilities for learning. (Do ensino através da resolução de problemas abertos às investigações matematicas: possibilidades para a aprendizagem.) (Portuguese. English summary)
Quadrante 25, No. 1, 113-131 (2016).
Classification: D40 D50
2
Open fundamental problems ‒ a possible key even and especially for the structuring of inclusive mathematics lessons. (Offene substanzielle Aufgaben ‒ Ein möglicher Schlüssel auch und gerade für die Gestaltung inklusiven Mathematikunterrichts.) (German)
Benölken, Ralf (ed.) et al., Individuelles Fördern im Kontext von Inklusion. Tagungsband aus Anlass des zehnjährigen Bestehens des Projektes ‘Mathe für kleine Asse’ und des einjährigen Jubiläums des Projektes ‘MaKosi’. Münster: WTM-Verlag (ISBN 978-3-95987-001-6/pbk). Schriften zur Mathematischen Begabungsforschung 8, 203-213 (2016).
Classification: C92 D42 D52
3
Assessment of a problem posing task in a Jamaican grade four mathematics classroom. (English)
J. Math. Educ. Teach. Coll. 7, No. 1, 51-58 (2016).
Classification: D62 D52 D42
4
Teaching of old historical mathematics problems with ICT tools. (English)
Teach. Math. Comput. Sci. 14, No. 1, 13-24 (2016).
Classification: A30 C30 G10 D40 U50
5
Practical arithmetic with long ways. Solving open practical problems. (Sachrechnen mit weiten Wegen. Offene Sachaufgaben lösen.) (German)
Grundschulzeitschrift 29, No. 283/284, 50-53 (2015).
Classification: F92 D52 M12
6
Closed but provocative questions: curves enclosing unit area. (English)
Int. J. Math. Educ. Sci. Technol. 46, No. 5, 776-783 (2015).
Classification: I50
7
“I don’t really know how I did that!”. (English)
Teach. Child. Math. 21, No. 7, 402-411 (2015).
Classification: G90 M80
8
Keep your eyes open in model building. Errors as catalysts for the learning of model building. (Augen auf beim Modellieren. Fehler als Katalysatoren für das Modellierenlernen.) (German)
Math. Lehren 32, No. 191, 33-36 (2015).
Classification: D73 M53 Reviewer: Renate Stürmer (Zweibrücken)
9
Chilean and Finnish teachers’ conceptions on mathematics teaching. (English)
Bernack-Schüler, Carola (ed.) et al., Views and beliefs in mathematics education. Results of the 19th MAVI conference, Freiburg, Germany, September 25‒28, 2013. Wiesbaden: Springer Spektrum (ISBN 978-3-658-09613-7/pbk; 978-3-658-09614-4/ebook). Freiburger Empirische Forschung in der Mathematikdidaktik, 43-53 (2015).
Classification: C29 B50 D50
10
Blossoming below zero. Blossom tasks on negative numbers. (Blütenbildung bei Minusgraden. Blütenaufgaben zu negativen Zahlen.) (English)
Mathematik 5 bis 10 33, 18-21 (2015).
Classification: F43 D53
11
Multiple ways to persevere: Liar’s Bingo. (English)
Ohio J. Sch. Math. 72, 23-28 (2015).
Classification: A20 D50
12
Fitting shapes inside shapes: closed but provocative questions. (English)
Math. Sch. (Leicester) 44, No. 2, 12-14 (2015).
Classification: G40 D50
13
Exploring the divisibility of numbers in an experimental way. (Teilbarkeit von Zahlen experimentell erkunden.) (German)
Mathematikunterricht 61, No. 2, 5-11 (2015).
Classification: F60 D40 E50
14
The second derivative in extreme-value problems ‒ a persistent standard ritual in school. (Die zweite Ableitung bei Extremwertaufgaben ‒ ein hartnäckiges, schulübliches Ritual.) (German)
Mathematikunterricht 61, No. 1, 39-56 (2015).
Classification: I40
15
Gone fishing: science, proportions, and probability. (English)
Math. Teach. Middle Sch. 20, No. 1, 16-23 (2014).
Classification: F83 M93 K13
16
Estimating as strategy. Open problems in mathematics instruction. (Schätzen als Strategie. Offene Aufgabenstellungen im Mathematikunterricht.) (German)
Schulmag. 5-10 82, No. 12, 27-32 (2014).
Classification: G33 N23
17
Off on a tangent\dots. (English)
Math. Teach. (Derby) 239, 14-15 (2014).
Classification: D43
18
Triangles of equal area. (Flächengleiche Dreiecke.) (German)
PM Prax. Math. Sch. 56, No. 60, 40-45 (2014).
Classification: G33 G43
19
Young learners’ understanding about mass measurement: insights from an open-ended task. (English)
Liljedahl, Peter (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. 4. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-364-7/v.4). 193-200 (2014).
Classification: F72 C32 D62
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