Result **1** to **20** of **166** total

The embodiment of cases as alternative perspective in a mathematics hypermedia learning environment. (English)

Educ. Technol. Res. Dev. 64, No. 6, 1183-1206 (2016).

1

Two learning trajectories. (English)

Czarnocha, Bronislaw (ed.) et al., The creative enterprise of mathematics teaching research. Elements of methodology and practice ‒ from teachers to teachers. Rotterdam: Sense Publishers (ISBN 978-94-6300-548-7/hbk; 978-94-6300-547-0/pbk; 978-94-6300-549-4/ebook). 343-349 (2016).

2

Designing feedback in an immersive videogame: supporting student mathematical engagement. (English)

Educ. Technol. Res. Dev. 64, No. 1, 65-86 (2016).

3

Specifying and structuring mathematical topics. A four-level approach for combining formal, semantic, concrete, and empirical levels exemplified for exponential growth. (English. German summary)

J. Math.-Didakt. 37, Suppl. 1, S33-S67 (2016).

4

Participatory design research as a practice for systemic repair: doing hand-in-hand math research with families. (English)

Cogn. Instr. 34, No. 3, 222-235 (2016).

5

Mathematical practices in a technological setting: a design research experiment for teaching circle properties. (English)

Int. J. Sci. Math. Educ. 14, No. 3, 549-573 (2016).

6

Raising achievement through formative assessment in science and mathematics education (FaSMEd). (English)

Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 35, No. 2. Proceedings of the day conference, Durham University, UK, June 6, 2015. London: British Society for Research into Learning Mathematics (BSRLM). 100-105 (2015).

7

Developing instructional and pedagogical design for the Cambridge Mathematics Education Project: a design-based research approach. (English)

Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 35, No. 2. Proceedings of the day conference, Durham University, UK, June 6, 2015. London: British Society for Research into Learning Mathematics (BSRLM). 43-47 (2015).

8

Using a single-subject design to examine the effectiveness of a mathematical instructional activity. (English)

Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 35, No. 2. Proceedings of the day conference, Durham University, UK, June 6, 2015. London: British Society for Research into Learning Mathematics (BSRLM). 88-93 (2015).

9

Transition through mathematical tasks. (English)

Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 35, No. 1. Proceedings of the day conference, St. Patrick’s College, Dublin, Ireland, February 28, 2015. London: British Society for Research into Learning Mathematics (BSRLM). 19-24 (2015).

10

The use of videos and classroom artefacts in professional development of teachers and teacher educators in Indonesia. (English)

Ng, Swee Fong (ed.), Cases of mathematics professional development in East Asian countries. Using video to support grounded analysis. Singapore: Springer (ISBN 978-981-287-404-7/hbk; 978-981-287-405-4/ebook). Mathematics Teacher Education 10, 199-222 (2015).

11

Designing approximations of practice and conceptualising responsive and practice-focused secondary mathematics teacher education. (English)

Math. Teach. Educ. Dev. 17, No. 2, 146-164 (2015).

12

Learning mathematics from multiple representations: two design principles. (English)

Amado, Nélia (ed.) et al., Proceedings of the 12th international conference on technology in mathematics teaching, ICTMT 12. Faro: University of Algarve (ISBN 978-989-8472-68-7). 200-208 (2015).

13

Themes and issues in mathematics education concerning task design: editorial introduction. (English)

Watson, Anne (ed.) et al., Task design in mathematics education. An ICMI study 22. Based on the conference, Oxford, UK, July 2013. Cham: Springer (ISBN 978-3-319-09628-5/hbk; 978-3-319-09629-2/ebook). New ICMI Study Series, 3-15 (2015).

14

Reverse-scaffolding algebra: empirical evaluation of design architecture. (English)

ZDM, Math. Educ. 47, No. 7, 1195-1209 (2015).

15

Validating affordances as an instrument for design and a priori analysis of didactical situations in mathematics. (English)

Int. J. Math. Teach. Learn. 2015, 23 p., electronic only (2015).

16

Learning about whole-class scaffolding from a teacher professional development study. (English)

ZDM, Math. Educ. 47, No. 7, 1133-1145 (2015).

17

Low achieving eighth graders learn to crack word problems: a design research project for aligning a strategic scaffolding tool to students’ mental processes. (English)

ZDM, Math. Educ. 47, No. 6, 947-962 (2015).

18

Design research on inquiry-based multivariable calculus: focusing on students’ argumentation and instructional design. (English)

ZDM, Math. Educ. 47, No. 6, 997-1011 (2015).

19

Discrete and continuous reasoning about change in primary school classrooms. (English)

ZDM, Math. Educ. 47, No. 6, 981-996 (2015).

20

Result **1** to **20** of **166** total