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Instrumented learning of properties in geometry: propaedeutics for the acquisition of proving competencies. (L’apprentissage instrumenté de propriétés en géométrie: propédeutique à l’acquisition d’une compétence de démonstration.) (French. English summary)
Educ. Stud. Math. 93, No. 2, 195-221 (2016).
Classification: G43 U73
1
A dilemma that underlies an existence proof in geometry. (English)
Educ. Stud. Math. 93, No. 1, 35-50 (2016).
Classification: E50 G40
2
Conceptual structure of the accumulation function in an interactive and multiple-linked representational environment. (English)
Int. J. Res. Undergrad. Math. Educ. 2, No. 1, 30-58 (2016).
Classification: I54 C34 U74
3
Designing mathematics tasks: the role of tools. (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, 191-225 (2015).
Classification: G50 U70 U60 G40
4
Teachers, students and resources in mathematics laboratory. (English)
Cho, Sung Je (ed.), Selected regular lectures from the 12th international congress on mathematical education, ICME 12, Seoul, Korea, July 8‒15, 2012. Cham: Springer (ISBN 978-3-319-17186-9/hbk; 978-3-319-17187-6/ebook). 527-546 (2015).
Classification: D40 D30
5
Young children reasoning about symmetry in a dynamic geometry environment. (English)
ZDM, Math. Educ. 47, No. 3, 421-434 (2015).
Classification: G42 U72
6
The arithmetical machine Zero + 1 in mathematics laboratory: instrumental genesis and semiotic mediation. (English)
Int. J. Sci. Math. Educ. 13, Suppl. 1, S121-S144 (2015).
Classification: F32 U62 D32 D42
7
Teacher semiotic mediation and student meaning-making: a Peircean perspective. (English)
Liljedahl, Peter (ed.) et al., Proceedings of the 38th conference of the International Group for the Psychology of Mathematics Education “Mathematics education at the edge", PME 38 held jointly with the 36th conference of PME-NA, Vancouver, Canada, July 15‒20, 2014, Vol. 4. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-364-7/v.4). 409-416 (2014).
Classification: C70 C50 E40
8
Transforming images in a DGS: the semiotic potential of the dragging tool for introducing the notion of conditional statement. (English)
Rezat, Sebastian (ed.) et al., Transformation ‒ a fundamental idea of mathematics education. New York, NY: Springer (ISBN 978-1-4614-3488-7/hbk; 978-1-4614-3489-4/ebook). 155-172 (2014).
Classification: U70 G40 D30
9
A visualisation-based semiotic analysis of learners’ conceptual understanding of graphical functional relationships. (English)
Afr. J. Res. Math. Sci. Technol. Educ. 18, No. 1, 3-13 (2014).
Classification: I20 C30
10
Semiotic mediation within an AT frame. (English)
Int. J. Technol. Math. Educ. 20, No. 1, 21-26 (2013).
Classification: U70 D40 C70 C50
11
On the geometrical meanings of multiplication: geometrical work space, semiotic mediation and students’ chosen paths. (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). 2790-2799 (2013).
Classification: F40 G40 D20
12
Mediating the meaning of algebraic equivalence: exploiting the graph potential. (English)
Lindmeier, Anke M. (ed.) et al., Proceedings of the 37th conference of the International Group for the Psychology of Mathematics Education “Mathematics learning across the life span", PME 37, Kiel, Germany, July 28‒August 2, 2013. Vol. 3. Kiel: IPN‒Leibniz Institute for Science and Mathematics Education at the University of Kiel (ISBN 978-3-89088-289-5). 297-304 (2013).
Classification: H33 U73
13
Instrumented activity and semiotic mediation: two frames to describe the conjecture construction process as curricular organizer. (English)
Lindmeier, Anke M. (ed.) et al., Proceedings of the 37th conference of the International Group for the Psychology of Mathematics Education “Mathematics learning across the life span", PME 37, Kiel, Germany, July 28‒August 2, 2013. Vol. 4. Kiel: IPN‒Leibniz Institute for Science and Mathematics Education at the University of Kiel (ISBN 978-3-89088-290-1). 145-152 (2013).
Classification: C30 G40 U70 D20
14
Investigating the mathematical discourse of young learners involved in multi-modal mathematical investigations: the case of haptic technologies. (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, 97-118 (2013).
Classification: U52 U72 G42 R22
15
Children working with fractions in different contexts. (English)
Grevholm, Barbro (ed.) et al., Nordic research in didactics of mathematics: past, present and future. Oslo: Cappelen Damm Akademisk (ISBN 978-82-02-39348-9/pbk). 483-507 (2013).
Classification: F42 C32 D52
16
Synergies between theoretical approaches to mathematics education with technology: a case study through a cross-analysis methodology. (English)
Educ. Stud. Math. 84, No. 3, 461-485 (2013).
Classification: D20 U50 U70 D40
17
Introducing students to geometric theorems: how the teacher can exploit the semiotic potential of a DGS. (English)
ZDM, Int. J. Math. Educ. 45, No. 3, 441-452 (2013).
Classification: U50 G40 D40
18
Proof and proving in the classroom: dynamic geometry systems as tools of semiotic mediation. (English)
Res. Math. Educ. 14, No. 2, 163-185 (2012).
Classification: E50 U70
19
Geometrical-mechanical artefacts. Mediating tangent meaning: the Tangentograph. (English)
Acta Didact. Univ. Comen., Math. 12, 1-13 (2012).
Classification: G40 U60 A30
20
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