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Result 1 to 20 of 82 total

Using genre pedagogy to promote student proficiency in the language required for interpreting line graphs. (English)
Math. Educ. Res. J. 28, No. 3, 457-478 (2016).
Classification: C53 D43 K43
1
Investigating mathematics teaching in inclusive classrooms: challenges and first results of a longitudinal study. (Inklusiven Mathematikunterricht erforschen: Herausforderungen und erste Ergebnisse aus einer Längsschnittstudie.) (German. English summary)
Unterrichtswissenschaft 43, No. 1, 53-66 (2015).
Classification: D40 C40 C90
2
Scaffolding mathematical modelling with a solution plan. (English)
ZDM, Math. Educ. 47, No. 7, 1241-1254 (2015).
Classification: M13 D53 D43
3
Teachers’ temporary support and worked-out examples as elements of scaffolding in mathematical modeling. (English)
ZDM, Math. Educ. 47, No. 7, 1225-1240 (2015).
Classification: M13 D43 C73
4
Scaffolding in complex modelling situations. (English)
ZDM, Math. Educ. 47, No. 7, 1255-1267 (2015).
Classification: M10 D50 D40 C70
5
Flow-chart proofs with open problems as scaffolds for learning about geometrical proofs. (English)
ZDM, Math. Educ. 47, No. 7, 1211-1224 (2015).
Classification: E53 G43 D43
6
Scaffolding ‒ how can contingency lead to successful learning when dealing with errors? (English)
ZDM, Math. Educ. 47, No. 7, 1147-1159 (2015).
Classification: D70 D40 F90 D50
7
Whole-class scaffolding for learning to solve mathematics problems together in a computer-supported environment. (English)
ZDM, Math. Educ. 47, No. 7, 1163-1178 (2015).
Classification: D50 D40 U70 C70
8
The interplay of micro- and macro-scaffolding: an empirical reconstruction for the case of an intervention on percentages. (English)
ZDM, Math. Educ. 47, No. 7, 1179-1194 (2015).
Classification: D43 F83 C33
9
Student wonderings: scaffolding student understanding within student-centred inquiry learning. (English)
ZDM, Math. Educ. 47, No. 7, 1121-1131 (2015).
Classification: D43
10
Contingent teaching to low-achieving students in mathematics: challenges and potential for scaffolding meaningful learning. (English)
ZDM, Math. Educ. 47, No. 7, 1093-1105 (2015).
Classification: D43 C33 F43
11
Scaffolding norms of argumentation-based inquiry in a primary mathematics classroom. (English)
ZDM, Math. Educ. 47, No. 7, 1107-1120 (2015).
Classification: D42 C72 C62
12
Scaffolding for mathematics teaching in inclusive primary classrooms: a video study. (English)
ZDM, Math. Educ. 47, No. 7, 1079-1092 (2015).
Classification: D42 C72 C62 C42
13
Using dialogic talk to teach mathematics: the case of interactive groups. (English)
ZDM, Math. Educ. 47, No. 7, 1299-1312 (2015).
Classification: D40 C70 C50 F40
14
Combining scaffolding for content and scaffolding for dialogue to support conceptual breakthroughs in understanding probability. (English)
ZDM, Math. Educ. 47, No. 7, 1269-1283 (2015).
Classification: D40 K50 U70
15
Scaffolding student participation in mathematical practices. (English)
ZDM, Math. Educ. 47, No. 7, 1067-1078 (2015).
Classification: D40 C70 C60
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
Scaffolding and dialogic teaching in mathematics education: introduction and review. (English)
ZDM, Math. Educ. 47, No. 7, 1047-1065 (2015).
Classification: D20 D40
18
The word problem cracker. An example on the specification and support of subject-specific strategies to read and understand. (Der Textaufgabenknacker. Ein Beispiel zur Spezifizierung und Förderung fachspezifischer Lese- und Verstehensstrategien.) (German)
MNU, Math. Naturwiss. Unterr. 68, No. 3, 138-144 (2015).
Classification: C53 E43 F93 H23
19
Scaffolding learning for independence: clarifying teacher and teaching assistant roles for children with special educational needs. (English)
Learn. Instr. 36, 1-10 (2015).
Classification: C40 C90 D40 C70
20
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