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Tensions in the design of mathematical technological environments: tools and tasks for the teaching of linear functions. (English)
Leung, Allen (ed.) et al., Digital technologies in designing mathematics education tasks. Potential and pitfalls. Cham: Springer (ISBN 978-3-319-43421-6/hbk; 978-3-319-43423-0/ebook). Mathematics Education in the Digital Era 8, 329-348 (2017).
Classification: U70 I20 D50 D30
1
Feedback and discrepancies of a physical toolkit and a digital toolkit: opportunities and pitfalls for mediating the concept of rotational symmetry. (English)
Leung, Allen (ed.) et al., Digital technologies in designing mathematics education tasks. Potential and pitfalls. Cham: Springer (ISBN 978-3-319-43421-6/hbk; 978-3-319-43423-0/ebook). Mathematics Education in the Digital Era 8, 259-283 (2017).
Classification: U70 G40 G50 D50 D60
2
Supporting variation in task design through the use of technology. (English)
Leung, Allen (ed.) et al., Digital technologies in designing mathematics education tasks. Potential and pitfalls. Cham: Springer (ISBN 978-3-319-43421-6/hbk; 978-3-319-43423-0/ebook). Mathematics Education in the Digital Era 8, 239-257 (2017).
Classification: U70 D50 D30
3
What can you infer from this example? Applications of online, rich-media tasks for enhancing pre-service teachers’ knowledge of the roles of examples in proving. (English)
Leung, Allen (ed.) et al., Digital technologies in designing mathematics education tasks. Potential and pitfalls. Cham: Springer (ISBN 978-3-319-43421-6/hbk; 978-3-319-43423-0/ebook). Mathematics Education in the Digital Era 8, 215-235 (2017).
Classification: U79 D49 D59 E59
4
Designing innovative learning activities to face difficulties in algebra of dyscalculic students: exploiting the functionalities of AlNuSet. (English)
Leung, Allen (ed.) et al., Digital technologies in designing mathematics education tasks. Potential and pitfalls. Cham: Springer (ISBN 978-3-319-43421-6/hbk; 978-3-319-43423-0/ebook). Mathematics Education in the Digital Era 8, 193-214 (2017).
Classification: U70 D70 C40 H20
5
Engagement with interactive diagrams: the role played by resources and constraints. (English)
Leung, Allen (ed.) et al., Digital technologies in designing mathematics education tasks. Potential and pitfalls. Cham: Springer (ISBN 978-3-319-43421-6/hbk; 978-3-319-43423-0/ebook). Mathematics Education in the Digital Era 8, 153-173 (2017).
Classification: U70 C20
6
Designing assessment tasks in a dynamic geometry environment. (English)
Leung, Allen (ed.) et al., Digital technologies in designing mathematics education tasks. Potential and pitfalls. Cham: Springer (ISBN 978-3-319-43421-6/hbk; 978-3-319-43423-0/ebook). Mathematics Education in the Digital Era 8, 77-98 (2017).
Classification: U70 D60
7
Designing technology that enables task design. (English)
Leung, Allen (ed.) et al., Digital technologies in designing mathematics education tasks. Potential and pitfalls. Cham: Springer (ISBN 978-3-319-43421-6/hbk; 978-3-319-43423-0/ebook). Mathematics Education in the Digital Era 8, 55-73 (2017).
Classification: U70 D50 D30
8
Revisiting theory for the design of tasks: special considerations for digital environments. (English)
Leung, Allen (ed.) et al., Digital technologies in designing mathematics education tasks. Potential and pitfalls. Cham: Springer (ISBN 978-3-319-43421-6/hbk; 978-3-319-43423-0/ebook). Mathematics Education in the Digital Era 8, 17-40 (2017).
Classification: D50 U70 D30
9
Exploring techno-pedagogic task design in the mathematics classroom. (English)
Leung, Allen (ed.) et al., Digital technologies in designing mathematics education tasks. Potential and pitfalls. Cham: Springer (ISBN 978-3-319-43421-6/hbk; 978-3-319-43423-0/ebook). Mathematics Education in the Digital Era 8, 3-16 (2017).
Classification: U70 D50 D40
10
Snapshots of mathematics teacher noticing during task design. (English)
Math. Educ. Res. J. 28, No. 3, 421-440 (2016).
Classification: D50 D30 C49 F40
11
Concentration and enjoyment of secondary school students doing open tasks. (Concentración y disfrute de estudiantes de secundaria realizando tareas abiertas.) (Spanish)
Uno 22, No. 71, 67-71 (2016).
Classification: D43 C23
12
Categorizing and promoting reversibility of mathematical concepts. (English)
Educ. Stud. Math. 93, No. 2, 137-153 (2016).
Classification: D30 C30 E40
13
Assessment of learning strategies: self-report questionnaire or learning task. (English)
Eur. J. Psychol. Educ. 31, No. 4, 579-593 (2016).
Classification: C33 D63
14
The role of parental expectations and students’ motivational profiles for educational aspirations. (English)
Learn. Individ. Differ. 51, 29-36 (2016).
Classification: C23 C63
15
Student motivation and learning in mathematics and science: a cluster analysis. (English)
Int. J. Sci. Math. Educ. 14, No. 7, 1359-1376 (2016).
Classification: C20 C30
16
Perceived task-difficulty recognition from log-file information for the use in adaptive intelligent tutoring systems. (English)
Int. J. Artif. Intell. Educ. 26, No. 3, 855-876, electronic only (2016).
Classification: U50 D50 F40
17
Effects of variations in task design on mathematics teachers’ learning experiences: a case of a sorting task. (English)
J. Math. Teach. Educ. 19, No. 4, 349-370 (2016).
Classification: D59 D39 C39
18
Tasks associated to the treatment of tables at elementary school and its level of difficulty. (English)
Ben-Zvi, Dani (ed.) et al., The teaching and learning of statistics. International perspectives. Cham: Springer (ISBN 978-3-319-23469-4/hbk; 978-3-319-23470-0/ebook). 95-96 (2016).
Classification: D50 D30 K40
19
Designing and adapting tasks in lesson planning: a critical process of lesson study. (English)
ZDM, Math. Educ. 48, No. 4, 411-423 (2016).
Classification: D40 C70
20
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