Result 1 to 20 of 77 total
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).
1
Prospective teachers’ understanding of the multiplicative part-whole relationship of fraction. (English)
Educ. Stud. Math. 92, No. 1, 129-146 (2016).
2
Conceptual and procedural distinctions between fractions and decimals: a cross-national comparison. (English)
Cognition 147, 57-69 (2016).
3
Teaching semantic tableaux method for propositional classical logic with a CAS. (English)
Int. J. Technol. Math. Educ. 22, No. 2, 85-91 (2015).
4
A study on improvement of MCPSS and searching structure of the concept of creative products. (Korean. English summary)
J. Korean Soc. Math. Educ., Ser. A, Math. Educ. 54, No. 4, 317-334 (2015).
5
Factors influencing students’ propensity for semantic and syntactic reasoning in proof writing: a case study. (English)
Int. J. Res. Undergrad. Math. Educ. 1, No. 2, 187-208 (2015).
6
Asymmetric activation spreading in the multiplication associative network due to asymmetric overlap between numerosities semantic representations? (English)
Cognition 141, 1-8 (2015).
7
Analysis of problems posed by pre-service primary teachers about adding fractions in terms of semantic structures. (English)
Math. Educ. (Ank.) 9, No. 2, 135-146 (2014).
8
Coordinating semiotic registers in the use of linear mappings in the plane. (Coordinación de registros de representación semiótica en el uso de transformaciones lineales en el plano.) (Spanish. English summary, French summary)
Ann. Didact. Sci. Cogn. 19, 225-250 (2014).
9
A study on the creative product semantic scale in mathematics. (Korean. English summary)
J. Korean Soc. Math. Educ., Ser. A, Math. Educ. 53, No. 2, 291-312 (2014).
10
Simple geometries and their directional effects. (Einfache Geometrien und ihre Richtungswirkungen.) (German)
IBDG, Inf.bl. Geom. 33, No. 1, 23-26 (2014).
11
Gödel’s incompleteness and consistency theorems elucidated with principles of abstraction levels, complementarity, and self-reference. (English)
Philos. Math. Educ. J. 27, 25 p., electronic only (2013).
12
A comparison of Irish and English language features and the potential impact on mathematical processing. (English)
Ubuz, Behiye (ed.) et al., CERME 8. Proceedings of the eigth congress of the European Society of Research in Mathematics Education, Antalya, Turkey, February 6‒10, 2013. Ankara: Middle East Technical University (ISBN 978-975-429-315-9). 1576-1585 (2013).
13
‘Open data’ and the semantic web require a rethink on statistics teaching. (English)
Technol. Innov. Stat. Educ. 7, No. 2, 12 p., electronic only (2013).
14
Part-whole relationship. (La relación parte-todo.) (Spanish. English summary)
Rico, Luis (ed.) et al., Investigación en didáctica de la matemática. Homenaje a Encarnación Castro. Granada: Universidad de Granada (ISBN 978-84-9045-095-6/pbk). 85-92 (2013).
15
Patterns of collaboration: towards learning mathematics in the era of the semantic web. (English)
Martinovic, Dragana (ed.) et al., Visual mathematics and cyberlearning. Dordrecht: Springer (ISBN 978-94-007-2320-7/hbk; 978-94-007-2321-4/ebook). Mathematics Education in the Digital Era 1, 1-21 (2013).
16
Finding conspirators in the network via machine learning. (English)
UMAP J. 33, No. 3, 275-292 (2012).
17
News from the SymbolicData project. (Neues vom SymbolicData-Projekt.) (German)
Comput.algebra-Rundbr. 2012, No. 51, 12-14 (2012).
18
Extensions of the semantic/syntactic reasoning framework. (English)
Learn. Math. 32, No. 3, 39-45 (2012).
19
Students as designers of semantic web applications. (English)
Technol. Pedagog. Educ. 21, No. 2, 171-188 (2012).
20
Result 1 to 20 of 77 total
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