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Why does linear algebra have to be so abstract? (English)
Stewart, Sepideh (ed.), And the rest is just algebra. Cham: Springer (ISBN 978-3-319-45052-0/hbk; 978-3-319-45053-7/ebook). 205-217 (2017).
Classification: H60
1
Formative assessment of creativity in undergraduate mathematics: using a creativity-in-progress rubric (CPR) on proving. (English)
Leikin, Roza (ed.) et al., Creativity and giftedness. Interdisciplinary perspectives from mathematics and beyond. Cham: Springer (ISBN 978-3-319-38838-0/hbk; 978-3-319-38840-3/ebook). Advances in Mathematics Education, 23-46 (2017).
Classification: D65 E55 C45
2
What can you infer from this example? Applications of online, rich-media tasks for enhancing pre-service teachers’ knowledge of the roles of examples in proving. (English)
Leung, Allen (ed.) et al., Digital technologies in designing mathematics education tasks. Potential and pitfalls. Cham: Springer (ISBN 978-3-319-43421-6/hbk; 978-3-319-43423-0/ebook). Mathematics Education in the Digital Era 8, 215-235 (2017).
Classification: U79 D49 D59 E59
3
Designing non-constructability tasks in a dynamic geometry environment. (English)
Leung, Allen (ed.) et al., Digital technologies in designing mathematics education tasks. Potential and pitfalls. Cham: Springer (ISBN 978-3-319-43421-6/hbk; 978-3-319-43423-0/ebook). Mathematics Education in the Digital Era 8, 99-120 (2017).
Classification: U70 G40 G80 D50
4
Abstract algebra learning: mental structures, definitions, examples, proofs and structure sense. (English. French summary)
Ann. Didact. Sci. Cogn. 21, 297-316 (2016).
Classification: H20 E40 C30
5
Graduate teaching assistants’ enactment of reasoning-and-proving tasks in a content course for elementary teachers. (English)
J. Res. Math. Educ. 47, No. 4, 372-419 (2016).
Classification: E59 D49
6
An analysis of the essential difficulties with mathematical induction: in the case of prospective teachers. (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). 102-107 (2016).
Classification: E59 D79
7
Student conceptions of what it means to base a proof on an informal argument. (English)
Int. J. Res. Undergrad. Math. Educ. 2, No. 3, 318-337 (2016).
Classification: E55 C35
8
Empowering students’ proof learning through communal engagement. (English)
Math. Teach. (Reston) 109, No. 8, 618-624 (2016).
Classification: E50
9
Plato on the foundations of modern theorem provers. (English)
Math. Enthus. 13, No. 3, 303-314 (2016).
Classification: E50 A30 R40
10
Bridging the gap between graphical arguments and verbal-symbolic proofs in a real analysis context. (English)
Educ. Stud. Math. 93, No. 2, 155-173 (2016).
Classification: E50
11
Proof and rhetoric: the structure and origin of proof ‒ from ancient Greece to Abraham Lincoln’s speech in defence of the union and Paul Keating’s Mabo speech. (English)
Aust. Sr. Math. J. 30, No. 1, 45-54 (2016).
Classification: C50 E50
12
Conditions for proving by mathematical induction to be explanatory. (English)
J. Math. Behav. 43, 20-34 (2016).
Classification: E55
13
Promoting metalinguistic and metamathematical reasoning in proof-oriented mathematics courses: a method and a framework. (English)
Int. J. Res. Undergrad. Math. Educ. 2, No. 2, 197-222 (2016).
Classification: E55 E45 C55 D75
14
Mathematicians’ example-related activity when exploring and proving conjectures. (English)
Int. J. Res. Undergrad. Math. Educ. 2, No. 2, 165-196 (2016).
Classification: E55
15
Validation actions in mathematics in high school classes. (Acciones de validación en matemática en clases de la escuela secundaria.) (Spanish. English summary)
Quadrante 25, No. 1, 5-26 (2016).
Classification: E54 C24 C34
16
Strengths in justifying. Naturally differentiating! (Stärken beim Begründen. Natürlich differenzierend!) (German)
Math. Lehren 33, No. 195, 20-24 (2016).
Classification: E53 F63 D83
17
Conceptions of proof and proving in mathematics education ‒ an analysis of the development of ideas in the didactics of mathematics. (Didaktisch orientierte Beweiskonzepte ‒ eine Analyse zur mathematikdidaktischen Ideenentwicklung.) (German. English summary)
J. Math.-Didakt. 37, No. 1, 141-179 (2016).
Classification: E50 C50 A30
18
A framework for proofs and refutations in school mathematics: increasing content by deductive guessing. (English)
Educ. Stud. Math. 92, No. 2, 147-162 (2016).
Classification: E50
19
The problem of certainty in mathematics. (English)
Educ. Stud. Math. 92, No. 3, 379-393 (2016).
Classification: E20 D20 C20 E50
20
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