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Context factors and student achievement in the IEA studies: evidence from TIMSS. (English)
Large-Scale Assess. Educ. 4, No. 1, Article No. 12, 22 p., electronic only (2016).
Classification: C63 D63
1
Reaction to Section 3: Some methodological reflections on studies of mathematical affect. (English)
Pepin, Birgit (ed.) et al., From beliefs to dynamic affect systems in mathematics education. Exploring a mosaic of relationships and interactions. Cham: Springer (ISBN 978-3-319-06807-7/hbk; 978-3-319-06808-4/ebook). Advances in Mathematics Education, 383-393 (2015).
Classification: D20 C20
2
Discussing perception, determining provision: teachers’ perspectives on the applied options of A-level mathematics. (English)
Teach. Math. Appl. 32, No. 1, 1-18 (2013).
Classification: B74 C29 M54 M44 D34 K74 K44
3
Prospective mathematics teachers’ ways of guiding high school students in GeoGebra-supported inquiry tasks. (English)
Int. J. Technol. Math. Educ. 19, No. 2, 45-57 (2012).
Classification: B50 U50 G40
4
Assessing the efficacy of a student expectations questionnaire. (English)
Teach. Math. Appl. 31, No. 2, 106-117 (2012).
Classification: C80 D60
5
Estonian science and non-science students’ attitudes towards mathematics at university level. (English)
Teach. Math. Appl. 31, No. 2, 95-105 (2012).
Classification: C25
6
Girls’ math performance under stereotype threat: the moderating role of mothers’ gender share stereotypes. (English)
Dev. Psychol. 47, No. 4, 943-949 (2011).
Classification: C61 C62
7
Using the 4MAT framework to design a problem-based learning biostatistics course. (English)
J. Stat. Educ. 19, No. 3, 24 p. (2011).
Classification: C75 M65
8
Starting points. (English)
Math. Teach. (Derby), No. 223, 7-9 (2011).
Classification: C25
9
The continuity of the teaching of geometry between primary and lower secondary school. (La continuità dell’insegnamento della geometria tra scuola elementare e scuola media. La realtà vista con gli occhi degli insegnanti.) (Italian. English summary)
Boll. Docenti Mat., No. 63, 27-44 (2011).
Classification: G12 G13 D42 D43 D22 D23
10
Personal response systems for teaching postgraduate statistics to small groups. (English)
J. Stat. Educ. 19, No. 2, 20 p. (2011).
Classification: C75 D45
11
Fuzzy expert system to characterize students. (English)
PRIMUS, Probl. Resour. Issues Math. Undergrad. Stud. 21, No. 7, 651-658 (2011).
Classification: C35
12
Teaching remedial mathematics for conceptual understanding: student response. (English)
MathAMATYC Educ. 2, No. 2, 30-33 (2011).
Classification: C74 D44
13
Evaluating an active learning approach to teaching introductory statistics: A classroom workbook approach. (English)
J. Stat. Educ. 19, No. 1, 23 p. (2011).
Classification: C75 D45
14
Preservice teachers’ beliefs and attitude about teaching and learning mathematics through music: An intervention study. (English)
Sch. Sci. Math. 111, No. 5, 236-248 (2011).
Classification: B50 M19 C79
15
Content knowledge, attitudes, and self-efficacy in the mathematics New York city teaching fellows (NYCTF) program. (English)
Sch. Sci. Math. 111, No. 5, 225-235 (2011).
Classification: B50 C29 C79
16
Predictors of mothers’ and fathers’ teaching of reading and mathematics during kindergarten and grade 1. (English)
Learn. Instr. 20, No. 1, 61-71 (2010).
Classification: C61 C62
17
An investigation of physics undergraduates’ attitudes towards mathematics. (English)
Teach. Math. Appl. 29, No. 3, 140-154 (2010).
Classification: C29
18
First year mathematics undergraduates’ settled images of tangent line. (English)
J. Math. Behav. 29, No. 4, 218-229 (2010).
Classification: I25 C35
19
Is there "life" after "modelling"? Student conceptions of mathematics. (English)
Math. Educ. Res. J. 22, No. 2, 69-80 (2010).
Classification: M15 C25
20
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