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A look at two algebra tasks involving sequential data, that seem to prompt a scalar rather than function approach to the underlying linear relation. (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). 72-77 (2016).
Classification: H23 I23 D53
1
Orientations for the developing of patterns. (Orientaciones para el desarrollo de patrones.) (Spanish)
Uno 22, No. 73, 45-51 (2016).
Classification: H22 F22 F32 D72
2
How to develop algebraic thinking. (Cómo desarrollar el pensamiento algebraico.) (Spanish)
Uno 22, No. 73, 32-37 (2016).
Classification: H20 D30
3
Now it becomes round: dictations for the compass. Use of drawing instruments and set-up of technical terms. (Jetzt geht’s rund: Diktate für den Zirkel. Umgang mit Zeichengeräten und Aufbau von Fachbegriffen.) (German)
Grundschulmagazin 84, No. 1, 23-28 (2016).
Classification: G20 U60
4
Patterns and repeating ornaments in language-sensible instruction. Detecting and justifying patterns and structures. (Muster und Bandornamente im sprachsensiblen Unterricht. Erkennen, Beschreiben und Begründen von Mustern und Strukturen.) (German)
Grundschulmagazin 84, No. 1, 12-17 (2016).
Classification: G20 E50 C50
5
Power patterns: extending number sense through last digit investigations. (English)
Aust. Prim. Math. Classr. 21, No. 1, 29-33 (2016).
Classification: F30 F60 D80
6
Cognitive factors affecting children’s nonsymbolic and symbolic magnitude judgment abilities: A latent profile analysis. (English)
J. Exp. Child Psychol. 152, 173-191 (2016).
Classification: F21 F22 C31 C32 C41 C42
7
Gesture and rhythm in the generalization of patterns. (El gesto y el ritmo en la generalización de patrones.) (Spanish)
Uno 22, No. 73, 23-31 (2016).
Classification: C50 H20
8
Mathematical patterning activities in the early grades. (English)
Ohio J. Sch. Math. 73, 37-42 (2016).
Classification: F21 G21 C31
9
“I have learned how to speak the mathematical language.” Fostering the language development of children especially in mathematics education. (“Ich habe gelernt wie man die Mathefachsprache spricht.” Sprachförderung sowohl vom Kind als auch vom Fach Mathematik aus.) (German)
Math. Differ. 7, No. 2, 34-39 (2016).
Classification: E42 C52 C32 F32 U62 D32
10
Magic squares. Describing discoveries and practicing communication skills. (Zauberquadrate. Entdeckungen beschreiben und Kommunizieren üben.) (German)
Math. Differ. 7, No. 2, 26-33 (2016).
Classification: C52 C32 F32 A22 U62
11
Illustrative fostering of language development in primary school. Language and mathematics learning? (Anschauliche Sprachförderung in der Grundschule. Sprache und Mathematiklernen?) (German)
Math. Differ. 7, No. 2, 10-15 (2016).
Classification: C52 C32 D52 F32
12
An analysis on teaching methods of patterns in elementary mathematics textbooks. (Korean. English summary)
J. Korean Soc. Math. Educ., Ser. C, Educ. Prim. Sch. Math. 19, No. 1, 1-18 (2016).
Classification: U20 D40 H20
13
Steps towards problem-solving. (Schritte zum Problemlösen.) (German)
PM Prax. Math. Sch. 58, No. 68, 2-8 (2016).
Classification: D53 G43 F63
14
Technology, active learning, and retention in general education mathematics. (English)
J. Comput. Math. Sci. Teach. 35, No. 1, 81-105 (2016).
Classification: U55 U75 D35
15
An early algebra approach to pattern generalisation: actualising the virtual through words, gestures and toilet paper. (English)
Educ. Stud. Math. 92, No. 1, 1-19 (2016).
Classification: H22 U62 D42 C52
16
Introduction: studying interaction and instructional patterns in classrooms. (English)
Klette, Kirsti (ed.) et al., Teaching and learning in lower secondary schools in the era of PISA and TIMSS. Cham: Springer (ISBN 978-3-319-17301-6/hbk; 978-3-319-17302-3/ebook). Professional Learning and Development in Schools and Higher Education 12, 1-14 (2016).
Classification: D20 C70 D40
17
The growing awareness inventory: building capacity for culturally responsive science and mathematics with a structured observation protocol. (English)
Sch. Sci. Math. 116, No. 3, 127-138 (2016).
Classification: C70 C49 D39 D20
18
Figurate numbers. (English)
Spreadsheets Educ. 9, No. 1, 8 p., electronic only (2016).
Classification: F60 N70 A20 U70
19
Students’ dichotomous experiences of the illuminating and illusionary nature of pattern recognition in mathematics. (English)
Afr. J. Res. Math. Sci. Technol. Educ. 20, No. 1, 45-56 (2016).
Classification: K20 H20 C30
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