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Result 1 to 20 of 76 total

Problem solving in the classroom: the role of beliefs in the organization of lessons with the subject problem solving. (English)
Fritzlar, Torsten (ed.) et al., Problem solving in mathematics education. Proceedings of the 2015 joint 17th conference of ProMath and the 2nd GDM working group on problem solving, University of Halle-Wittenberg, Germany, September 3‒5, 2015. Münster: WTM-Verlag (ISBN 978-3-95987-012-2/pbk; 978-3-95987-013-9 /ebook). Ars Inveniendi et Dejudicandi 6, 201-213 (2016).
Classification: D50 C29 C70
1
Problem-orientation in mathematics teaching ‒ a conceptual approach to what does it mean? (English)
Fritzlar, Torsten (ed.) et al., Problem solving in mathematics education. Proceedings of the 2015 joint 17th conference of ProMath and the 2nd GDM working group on problem solving, University of Halle-Wittenberg, Germany, September 3‒5, 2015. Münster: WTM-Verlag (ISBN 978-3-95987-012-2/pbk; 978-3-95987-013-9 /ebook). Ars Inveniendi et Dejudicandi 6, 227-236 (2016).
Classification: D40 C29
2
Teachers’ beliefs about the discipline of mathematics and the use of technology in the classroom. (English)
Math. Educ. (Ank.) 11, No. 2, 395-419 (2016).
Classification: C29 U70
3
A framework for assessing statistical knowledge for teaching based on the identification of conceptions of variability held by teachers. (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). 315-325 (2016).
Classification: D20 C39 K49 K79 C29
4
Development and validation of the mathematics teachers’ beliefs about English language learners survey (MTBELL). (English)
Sch. Sci. Math. 116, No. 2, 83-94 (2016).
Classification: C29 C50 C60
5
Investigating mathematical beliefs by using a framework from the history of mathematics. (English)
Bernack-Schüler, Carola (ed.) et al., Views and beliefs in mathematics education. Results of the 19th MAVI conference, Freiburg, Germany, September 25‒28, 2013. Wiesbaden: Springer Spektrum (ISBN 978-3-658-09613-7/pbk; 978-3-658-09614-4/ebook). Freiburger Empirische Forschung in der Mathematikdidaktik, 197-211 (2015).
Classification: C29 U70
6
The use of technology in calculus classrooms ‒ beliefs of high school teachers. (English)
Bernack-Schüler, Carola (ed.) et al., Views and beliefs in mathematics education. Results of the 19th MAVI conference, Freiburg, Germany, September 25‒28, 2013. Wiesbaden: Springer Spektrum (ISBN 978-3-658-09613-7/pbk; 978-3-658-09614-4/ebook). Freiburger Empirische Forschung in der Mathematikdidaktik, 133-144 (2015).
Classification: C29 U74 I14
7
Teachers’ beliefs systems referring to the teaching and learning of arithmetic. (English)
Bernack-Schüler, Carola (ed.) et al., Views and beliefs in mathematics education. Results of the 19th MAVI conference, Freiburg, Germany, September 25‒28, 2013. Wiesbaden: Springer Spektrum (ISBN 978-3-658-09613-7/pbk; 978-3-658-09614-4/ebook). Freiburger Empirische Forschung in der Mathematikdidaktik, 95-107 (2015).
Classification: C29
8
Understanding pre-service teachers’ belief change during a problem solving course. (English)
Bernack-Schüler, Carola (ed.) et al., Views and beliefs in mathematics education. Results of the 19th MAVI conference, Freiburg, Germany, September 25‒28, 2013. Wiesbaden: Springer Spektrum (ISBN 978-3-658-09613-7/pbk; 978-3-658-09614-4/ebook). Freiburger Empirische Forschung in der Mathematikdidaktik, 81-93 (2015).
Classification: C29 B50 D50
9
Changes in Finnish teachers’ mathematical beliefs and an attempt to explain them. (English)
Bernack-Schüler, Carola (ed.) et al., Views and beliefs in mathematics education. Results of the 19th MAVI conference, Freiburg, Germany, September 25‒28, 2013. Wiesbaden: Springer Spektrum (ISBN 978-3-658-09613-7/pbk; 978-3-658-09614-4/ebook). Freiburger Empirische Forschung in der Mathematikdidaktik, 27-41 (2015).
Classification: C29 A30
10
Teachers’ geometrical paradigms as central curricular beliefs in the context of mathematical worldviews and goals of education. (English)
Bernack-Schüler, Carola (ed.) et al., Views and beliefs in mathematics education. Results of the 19th MAVI conference, Freiburg, Germany, September 25‒28, 2013. Wiesbaden: Springer Spektrum (ISBN 978-3-658-09613-7/pbk; 978-3-658-09614-4/ebook). Freiburger Empirische Forschung in der Mathematikdidaktik, 15-26 (2015).
Classification: C29 D30
11
Teachers’ teaching practices and beliefs regarding context-based tasks and their relation with students’ difficulties in solving these tasks. (English)
Math. Educ. Res. J. 27, No. 4, 637-662 (2015).
Classification: C29 D40 D73 F93 M13
12
Hidden determinants and factors for the success of further education measures within mathematics teachers’ training ‒ subjective experience from a German point of view. (Verborgene Bedingungs- und Gelingensfaktoren bei Fortbildungsmaßnahmen in der Lehrerbildung Mathematik ‒ subjektive Erfahrungen aus einer deutschen Perspektive.) (German. English summary)
J. Math.-Didakt. 36, No. 2, 195-232 (2015).
Classification: B50
13
A randomized trial of lesson study with mathematical resource kits: analysis of impact on teachers’ beliefs and learning community. (English)
Middleton, James A. (ed.) et al., Large-scale studies in mathematics education. Cham: Springer (ISBN 978-3-319-07715-4/hbk; 978-3-319-07716-1/ebook). Research in Mathematics Education, 133-158 (2015).
Classification: C79 C69 C29 D39 F40 D20
14
Pre-service teachers’ perceptions and beliefs of technological pedagogical content knowledge on algebra. (English)
J. Comput. Math. Sci. Teach. 34, No. 3, 327-344 (2015).
Classification: C29 C39 D39 H39 C49
15
Students’ non-realistic mathematical modeling as a drawback of teachers’ beliefs about and approaches to word problem solving. (English)
Pepin, Birgit (ed.) et al., From beliefs to dynamic affect systems in mathematics education. Exploring a mosaic of relationships and interactions. Cham: Springer (ISBN 978-3-319-06807-7/hbk; 978-3-319-06808-4/ebook). Advances in Mathematics Education, 137-156 (2015).
Classification: F90 D50 C29
16
Variations of in-service training for primary mathematics teachers: an empirical study. (English)
ZDM, Math. Educ. 47, No. 1, 65-77 (2015).
Classification: D39 D49 B50 C29
17
Domain-specific belief systems of secondary mathematics teachers. (English)
Pepin, Birgit (ed.) et al., From beliefs to dynamic affect systems in mathematics education. Exploring a mosaic of relationships and interactions. Cham: Springer (ISBN 978-3-319-06807-7/hbk; 978-3-319-06808-4/ebook). Advances in Mathematics Education, 179-200 (2015).
Classification: C29
18
Developing and piloting an instrument for measuring upper secondary mathematics teachers beliefs in Nitra region. (English)
Acta Math. Nitriensia 1, No. 1, 128-134 (2015).
Classification: C29
19
On the structure of secondary high-school teachers’ belief systems on calculus. (English)
Oesterle, Susan (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. 3. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-363-0/v.3). 25-32 (2014).
Classification: C29 I10
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