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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).
Classification: D40 U50 U70 C30
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).
Classification: C30 D20 D40
2
Designing feedback in an immersive videogame: supporting student mathematical engagement. (English)
Educ. Technol. Res. Dev. 64, No. 1, 65-86 (2016).
Classification: U50 U70 D50 R80
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).
Classification: I20 C30 D30
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).
Classification: D20 C60
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).
Classification: U79 G49
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).
Classification: D60 U70
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).
Classification: D44 U64
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).
Classification: D40 D20 C90 C50
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).
Classification: D35 D55 C25 I15
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).
Classification: U89 D49
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).
Classification: D39 D49 B50
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).
Classification: U70 D40 F40
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).
Classification: D50 D20
14
Reverse-scaffolding algebra: empirical evaluation of design architecture. (English)
ZDM, Math. Educ. 47, No. 7, 1195-1209 (2015).
Classification: D40 H20 H30 D50 U70
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).
Classification: D40 G60 D20
16
Learning about whole-class scaffolding from a teacher professional development study. (English)
ZDM, Math. Educ. 47, No. 7, 1133-1145 (2015).
Classification: D39 D40
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).
Classification: F93 C43 C53 D53 D73 H23 D20
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).
Classification: D45 D35 I65 E55 D20
19
Discrete and continuous reasoning about change in primary school classrooms. (English)
ZDM, Math. Educ. 47, No. 6, 981-996 (2015).
Classification: D43 C33 M13 D20
20
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Result 1 to 20 of 166 total

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