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Mathematical learning disabilities and attention deficit and/or hyperactivity disorder: a study of the cognitive processes involved in arithmetic problem solving. (English)
Res. Dev. Disabil. 61, 44-54 (2017).
Classification: C40 D70 C30 F30 D50
1
Advancing mathematics education research within a STEM environment. (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). 353-371 (2016).
Classification: D20 D30 D40 M10
2
Linking problem solving and learning contents: the challenge of self-sustained study and research processes. (English. French summary, Spanish summary)
Rech. Didact. Math. 35, No. 3, 357-399 (2015).
Classification: D50 D30
3
Mathematical problem-solving using real-world problems. (English)
Cho, Young Hoan (ed.) et al., Authentic problem solving and learning in the 21st century. Perspectives from Singapore and beyond. Singapore: Springer (ISBN 978-981-287-520-4/hbk; 978-981-287-521-1/ebook). Education Innovation Series, 57-71 (2015).
Classification: D50 M10
4
Measuring sixth-grade students’ problem solving: validating an instrument addressing the mathematics common core. (English)
Sch. Sci. Math. 115, No. 6, 281-291 (2015).
Classification: D53 D63
5
ViStAD ‒ analogous thinking in problem solving ‒ conducive and obstructive conditions for the recognition and utilization of analogies. (ViStAD ‒ Analoges Denken beim Problemlösen ‒ Förderliche und hinderliche Bedingungen bei Analogieerkennung und Analogienutzung.) (German)
Kuzle, Ana (ed.) et al., Problemlösen ‒ gestalten und beforschen. Tagungsband der Herbsttagung des GDM-Arbeitskreises Problemlösen in Münster 2014. Münster: WTM-Verlag (ISBN 978-3-942197-75-5/pbk; 978-3-942197-87-8/ebook). Ars Inveniendi et Dejudicandi 4, 1-31 (2015).
Classification: D52
6
Analysing problem-solving processes with the help of solution graphs and refined Pólya’s phases. (Analyse von Problemlöseprozessen mit Hilfe von Lösungsgraphen und verfeinerten Pólya-Phasen.) (German)
Kuzle, Ana (ed.) et al., Problemlösen ‒ gestalten und beforschen. Tagungsband der Herbsttagung des GDM-Arbeitskreises Problemlösen in Münster 2014. Münster: WTM-Verlag (ISBN 978-3-942197-75-5/pbk; 978-3-942197-87-8/ebook). Ars Inveniendi et Dejudicandi 4, 93-129 (2015).
Classification: D50 C30
7
The nature of problem-solving processes while using technology with the example of dynamic geometry software: effects of, by means of, and through digital media. (Wesen der Problemlöseprozesse beim Technologieeinsatz am Beispiel dynamischer Geometriesoftware: Effekte mittels, von und durch digitale Medien.) (German)
Kuzle, Ana (ed.) et al., Problemlösen ‒ gestalten und beforschen. Tagungsband der Herbsttagung des GDM-Arbeitskreises Problemlösen in Münster 2014. Münster: WTM-Verlag (ISBN 978-3-942197-75-5/pbk; 978-3-942197-87-8/ebook). Ars Inveniendi et Dejudicandi 4, 59-74 (2015).
Classification: D50 U70
8
An emergent framework: views of mathematical processes. (English)
Sch. Sci. Math. 115, No. 2, 88-99 (2015).
Classification: C20 C70 D50 E50
9
Program of arithmetic improvement by means of cognitive enhancement: an intervention in children with special educational needs. (English)
Res. Dev. Disabil. 38, 352-361 (2015).
Classification: C92 F32 C42 C32
10
Making homework more meaningful. (English)
Math. Teach. Middle Sch. 20, No. 3, 160-165 (2014).
Classification: D43 D33
11
Warning signs! (English)
Teach. Child. Math. 21, No. 2, 107-113 (2014).
Classification: D42 D52 C32 C72
12
Professional noticing: developing responsive mathematics teaching. (English)
Teach. Child. Math. 21, No. 5, 294-303 (2014).
Classification: D40 C70
13
Students’ differentiated translation processes. (English)
Int. J. Math. Teach. Learn. 2014, 28 p., electronic only (2014).
Classification: I23 I24 C33 C34 D73 D74
14
Cognitive complexity of mathematics instructional tasks in a Taiwanese classroom: an examination of task sources. (English)
J. Res. Math. Educ. 45, No. 4, 460-496 (2014).
Classification: G43 U23 D53
15
Optical topography of evoked brain activity during mental tasks involving whole number operations. (English)
Int. J. Math. Teach. Learn. 2014, 36 p., electronic only (2014).
Classification: C80 C30 D50 F30
16
Explicit or implicit training of heuristics ‒ which one is better? (Explizites oder implizites Heurismentraining ‒ was ist besser?) (German. English summary)
Math. Didact. 37, 191-212 (2014).
Classification: D50 C30 C70
17
Problem solving processes of fifth graders ‒ developing a descriptive phase model. (Mathematische Problembearbeitungsprozesse von Fünftklässlern ‒ Entwicklung eines deskriptiven Phasenmodells.) (German. English summary)
J. Math.-Didakt. 35, No. 2, 251-282 (2014).
Classification: D53 C33
18
Digital-tool competencies in mathematics education. Lecture at the 2014 annual MNU meeting in Kassel. (Digitale Werkzeugkompetenzen im Mathematikunterricht. Vortrag auf dem MNU Jahreskongress 2014 in Kassel.) (German)
MNU, Math. Naturwiss. Unterr. 67, No. 5, 300-306 (2014).
Classification: U73 U74 D33 D34
19
Hattie’s study ‒ already forgotten? (Die Hattie-Studie ‒ schon vergessen?) (German)
Mathematik 5 bis 10, No. 27, 46-47 (2014).
Classification: D20 C30 C70
20
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