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Result 1 to 20 of 61 total

Long-term effects of sense making and anxiety in algebra. (English)
Stewart, Sepideh (ed.), And the rest is just algebra. Cham: Springer (ISBN 978-3-319-45052-0/hbk; 978-3-319-45053-7/ebook). 43-62 (2017).
Classification: C30 C20 H20 H30
1
What can student work show? From playing a game to exploring probability theory. (English)
Aust. Prim. Math. Classr. 21, No. 2, 32-35 (2016).
Classification: K50 C30 D30
2
Using a framework for three levels of sense making in a mathematics classroom. (English)
Aust. Math. Teach. 72, No. 2, 25-31 (2016).
Classification: D30 D40
3
The definition of the scalar product: an analysis and critique of a classroom episode. (English)
Int. J. Math. Educ. Sci. Technol. 47, No. 5, 750-761 (2016).
Classification: G70 E40
4
New light on old horizon: constructing mathematical concepts, underlying abstraction processes, and sense making strategies. (English)
Educ. Stud. Math. 91, No. 2, 165-183 (2016).
Classification: C30
5
Shadow puppets. Exploring a context for similarity and dilations. (English)
Math. Teach. (Reston) 109, No. 1, 20-27 (2015).
Classification: G40 E50 D80
6
Making fractions meaningful. (English)
Teach. Child. Math. 22, No. 4, 230-238 (2015).
Classification: F40 U80
7
Reasoning and sense making begins with the teacher. (English)
Math. Teach. (Reston) 109, No. 5, 342-349 (2015).
Classification: E50 C70
8
Visual reasoning tools in action. (English)
Math. Teach. Middle Sch. 21, No. 3, 152-160 (2015).
Classification: D53 E53
9
Oral language needs: making math meaningful. (English)
Teach. Child. Math. 21, No. 8, 494-500 (2015).
Classification: C51
10
Fostering instructor knowledge of student thinking using the flipped classroom. (English)
PRIMUS, Probl. Resour. Issues Math. Undergrad. Stud. 25, No. 8, 724-735 (2015).
Classification: D45 C35 U55 U85
11
Complex listening: supporting students to listen as mathematical sense-makers. (English)
Math. Think. Learn. 17, No. 4, 296-326 (2015).
Classification: C52 C72 D42
12
Preschool children’s collective mathematical reasoning during free outdoor play. (English)
J. Math. Behav. 39, 1-10 (2015).
Classification: E51 B61
13
Pedagogy of risk: why and how should we teach risk in high school math classes? (English)
Math. Enthus. 12, No. 1-3, 307-329 (2015).
Classification: D30 K90 C20 C60 K50 K70
14
Problem posing as reformulation and sense-making within problem solving. (English)
Singer, Florence Mihaela (ed.) et al., Mathematical problem posing. From research to effective practice. New York, NY: Springer (ISBN 978-1-4614-6257-6/hbk; 978-1-4614-6258-3/ebook). Research in Mathematics Education, 177-194 (2014).
Classification: D50
15
The road less traveled. (English)
Math. Teach. Middle Sch. 20, No. 2, 98-104 (2014).
Classification: D53 C33 H33 I23
16
How undergraduate students make sense out of graphs: the case of periodic motions. (English)
Nicol, Cynthia (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. 5. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-365-4/v.5). 273-280 (2014).
Classification: I25 M55 D75
17
Tasks to advance the learning of mathematics. (English)
J. Math. Educ. Teach. Coll. 5, No. 1, 1-7 (2014).
Classification: D53
18
The complexities of a lesson study in a Dutch situation: mathematics teacher learning. (English)
Int. J. Sci. Math. Educ. 12, No. 4, 859-881 (2014).
Classification: C70 C30 B50 I40 G60
19
Teachers’ learning journeys toward reasoning and sense making. (English)
Lo, Jane-Jane (ed.) et al., Research trends in mathematics teacher education. Selected papers based on the presentations at the 34th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, PME-NA, Kalamazoo, MI, USA, November 1‒4, 2012. Cham: Springer (ISBN 978-3-319-02561-2/hbk; 978-3-319-02562-9/ebook). Research in Mathematics Education, 155-180 (2014).
Classification: C39 C29
20
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