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Result 1 to 18 of 18 total

The potential of a task for professional development across national contexts. (English)
Maaß, Katja (ed.) et al., Educating the educators: international approaches to scaling-up professional development in mathematics and science education. Proceedings of the conference hosted jointly by project mascil (mathematics and science for life) and the German Centre for Mathematics Education (DZLM), Essen, Germany, December 15‒16, 2014. Münster: WTM-Verlag (ISBN 978-3-942197-77-9/pbk; 978-3-942197-85-4/ebook). Conference Proceedings in Mathematics Education 2, 216-225 (2015).
Classification: B39 D40 B50
1
A comparison of elementary and middle school mathematics teachers’ beliefs and practices in constructed-response assessment. (Korean. English summary)
J. Korean Soc. Math. Educ., Ser. A, Math. Educ. 53, No. 1, 131-146 (2014).
Classification: C29 D43 C70
2
Students’ motivation and teachers’ practices in the mathematics classroom. (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). 1439-1448 (2013).
Classification: C20 C70
3
Teachers’ practices using e-exercise bases in their classrooms. (English)
Vandebrouck, Fabrice (ed.), Mathematics classrooms. Students’ activities and teachers’ practices. Rotterdam: Sense Publishers (ISBN 978-94-6209-279-2/pbk; 978-94-6209-280-8/hbk; 978-94-6209-281-5/ebook). 185-198 (2013).
Classification: U50 C70
4
The case of textbooks in mathematics teaching. (English)
Vandebrouck, Fabrice (ed.), Mathematics classrooms. Students’ activities and teachers’ practices. Rotterdam: Sense Publishers (ISBN 978-94-6209-279-2/pbk; 978-94-6209-280-8/hbk; 978-94-6209-281-5/ebook). 117-133 (2013).
Classification: U20
5
Designing and using professional development resources for inquiry-based learning. (English)
ZDM, Int. J. Math. Educ. 45, No. 7, 945-957 (2013).
Classification: D39 B50 D40 C29
6
Theory of activity and developmental frameworks for an analysis of teachers’ practices and students’ learning. (English)
Vandebrouck, Fabrice (ed.), Mathematics classrooms. Students’ activities and teachers’ practices. Rotterdam: Sense Publishers (ISBN 978-94-6209-279-2/pbk; 978-94-6209-280-8/hbk; 978-94-6209-281-5/ebook). 3-22 (2013).
Classification: D20 D40 C30
7
Qualitative and quantitative studies about mathematics teachers in France. (English)
Vandebrouck, Fabrice (ed.), Mathematics classrooms. Students’ activities and teachers’ practices. Rotterdam: Sense Publishers (ISBN 978-94-6209-279-2/pbk; 978-94-6209-280-8/hbk; 978-94-6209-281-5/ebook). 215-228 (2013).
Classification: C74 C69
8
Stability of practices: what 8th and 9th grade students with the same teacher do during a geometry class period? (English)
Vandebrouck, Fabrice (ed.), Mathematics classrooms. Students’ activities and teachers’ practices. Rotterdam: Sense Publishers (ISBN 978-94-6209-279-2/pbk; 978-94-6209-280-8/hbk; 978-94-6209-281-5/ebook). 91-116 (2013).
Classification: C73 G43 C53
9
Why and how to understand what is at stake in a mathematics class. (English)
Vandebrouck, Fabrice (ed.), Mathematics classrooms. Students’ activities and teachers’ practices. Rotterdam: Sense Publishers (ISBN 978-94-6209-279-2/pbk; 978-94-6209-280-8/hbk; 978-94-6209-281-5/ebook). 23-73 (2013).
Classification: C73 C74 D43 D44 C33 C34
10
The study of a scenario and its implementation in the classes of two different teachers. Comparison of in-class events and the effects on the work of students in exams. (English)
Vandebrouck, Fabrice (ed.), Mathematics classrooms. Students’ activities and teachers’ practices. Rotterdam: Sense Publishers (ISBN 978-94-6209-279-2/pbk; 978-94-6209-280-8/hbk; 978-94-6209-281-5/ebook). 151-166 (2013).
Classification: C70 C30
11
Two cases of rapid and profound change in mathematics teachers’ practice. (English)
Tso, Tai-Yih (ed.), Proceedings of the 36th conference of the International Group for the Psychology of Mathematics Education “Opportunities to learn in mathematics education", PME 36, Taipei, Taiwan, July 18‒22, 2012, Vol. 3. Taipei: National Taiwan Normal University. 123-124 (2012).
Classification: D40 C70
12
From the didactical triangle to the socio-didactical tetrahedron: artifacts as fundamental constituents of the didactical situation. (English)
ZDM, Int. J. Math. Educ. 44, No. 5, 641-651 (2012).
Classification: D20 D40 C70 C60
13
Investigating the impact of a developmental research project on teachers’ teaching practice: Listening to mathematics teachers’ reflections. (English)
Joubert, M. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 30, No. 3. Proceedings of the day conference, Newcastle University, UK, November 13, 2010. London: British Society for Research into Learning Mathematics (BSRLM). 7-12 (2010).
Classification: B50 C70
14
Mathematics teachers’ practices and thinking in lesson plan development: a case of teaching fraction division. (English)
ZDM, Int. J. Math. Educ. 41, No. 6, 717-731 (2009).
Classification: F40 D40 D30 D10
15
Characteristics of good mathematics teaching in Singapore grade 8 classrooms: a juxtaposition of teachers’ practice and students’ perception. (English)
ZDM, Int. J. Math. Educ. 41, No. 3, 333-347 (2009).
Classification: D43 D13 C73 H23 H33
16
How do domains of knowledge integrate into mathematics teachers’ practice? (English)
J. Math. Behav. 26, No. 4, 312-327 (2007).
Classification: C70 B50
17
Mathematics teaching in transition? (La enseñanza de las matemáticas: en camino de transformación?) (Spanish)
Relime 6, No. 2, 81-105 (2003).
Classification: C73
18
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Result 1 to 18 of 18 total

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