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Result 1 to 20 of 496 total

Congruence between context and opportunities for professional development of mathematics teachers in the Philippines. (English)
Kaur, Berinderjeet (ed.) et al., Professional development of mathematics teachers. An Asian perspective. Singapore: Springer (ISBN 978-981-10-2596-9/hbk; 978-981-10-2598-3/ebook). Mathematics Education ‒ An Asian Perspective, 89-96 (2017).
Classification: B50 D39 D49
1
Utility and usability as factors influencing teacher decisions about software integration. (English)
Educ. Technol. Res. Dev. 64, No. 6, 1227-1249 (2016).
Classification: U70 D30
2
The importance of subject knowledge for mathematics teaching: an analysis of feedback from subject knowledge enhancement courses. (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). 37-42 (2016).
Classification: D39
3
Explaining student achievement: the influence of teachers’ pedagogical content knowledge in statistics. (English)
Int. J. Sci. Math. Educ. 14, No. 7, 1339-1357 (2016).
Classification: C30 D39 K40
4
Learning to teach music-themed mathematics: an examination of preservice teachers’ beliefs about developing and implementing interdisciplinary mathematics pedagogy. (English)
Math. Teach. Educ. Dev. 18, No. 1, 20-36 (2016).
Classification: C29 D30 M80
5
Pre-service mathematics teachers’ learning and teaching of activity-based lessons supported with spreadsheets. (English)
Technol. Pedagog. Educ. 25, No. 1, 39-59 (2016).
Classification: U70 D40 D39
6
Examining prospective mathematics teachers’ pedagogical content knowledge on fractions in terms of students’ mistakes. (English)
Int. J. Math. Educ. Sci. Technol. 47, No. 4, 531-551 (2016).
Classification: F40 C39 D70
7
Learning to teach upper primary school algebra: changes to teachers’ mathematical knowledge for teaching functional thinking. (English)
Math. Educ. Res. J. 28, No. 2, 245-275 (2016).
Classification: D39 H23 C30
8
The education and development of practising teachers. (English)
Makar, Katie (ed.) et al., Research in mathematics education in Australasia 2012‒2015. Singapore: Springer (ISBN 978-981-10-1417-8/pbk; 978-981-10-1419-2/ebook). 329-352 (2016).
Classification: D20 B50 D39 D49
9
Gender difference in teachers’ mathematical knowledge for teaching in the context of single-sex classrooms. (English)
Int. J. Sci. Math. Educ. 14, Suppl. 2, S383-S396 (2016).
Classification: C29 C39
10
The effect of teacher education programs on future elementary mathematics teachers’ knowledge: a five-country analysis using TEDS-M data. (English)
J. Math. Teach. Educ. 19, No. 4, 371-396 (2016).
Classification: B50 D39 C39
11
An analysis of pre-service teachers’ pedagogical content knowledge about story problem for division of fractions. (Korean. English summary)
J. Korean Soc. Math. Educ., Ser. C, Educ. Prim. Sch. Math. 19, No. 1, 19-30 (2016).
Classification: F49 C39 F99
12
The influence of preschool teachers’ content knowledge and mathematical ability beliefs on their sensitivity to mathematics in children’s play. (English)
Teach. Teach. Educ. 58, 174-184 (2016).
Classification: C49 C29 C39
13
Using lesson study to support knowledge development in initial teacher education: insights from early number classrooms. (English)
Teach. Teach. Educ. 57, 161-175 (2016).
Classification: C39 C70 F20
14
Mathematics university teachers’ perception of pedagogical content knowledge (PCK). (English)
Int. J. Math. Educ. Sci. Technol. 47, No. 2, 185-196 (2016).
Classification: C20 C30 D40
15
Characterising the perceived value of mathematics educational apps in preservice teachers. (English)
Math. Educ. Res. J. 28, No. 1, 199-221 (2016).
Classification: U70 C29
16
Preservice teachers’ response and feedback type to correct and incorrect student-invented strategies for subtracting whole numbers. (English)
J. Math. Behav. 42, 49-68 (2016).
Classification: D70 F30 D39
17
Knowledge for equitable mathematics teaching: the case of Latino ELLs in U.S. schools. (English)
Math. Enthus. 13, No. 1-2, 111-129 (2016).
Classification: D69 D39 C50
18
Interview prompts to uncover mathematical knowledge for teaching: focus on providing written feedback. (English)
Math. Enthus. 13, No. 1-2, 71-92 (2016).
Classification: D69 D39
19
Making progress on mathematical knowledge for teaching. (English)
Math. Enthus. 13, No. 1-2, 3-34 (2016).
Classification: D39 B50
20
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Result 1 to 20 of 496 total

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