Result **1** to **20** of **147** total

Using iPads to your advantage. (English)

Math. Teach. Middle Sch. 21, No. 8, 480-483 (2016).

1

Integrating technologies into mathematics: comparing the cases of square roots and integrals. (English)

Aust. Sr. Math. J. 30, No. 1, 4-17 (2016).

2

A case study of a prospective upper secondary mathematics teacher’s professional identity: Who does he want to be? What does he do in practice? (English)

Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 35, No. 3. Proceedings of the day conference, University of Reading, UK, November 7, 2015. London: British Society for Research into Learning Mathematics (BSRLM). 1-6 (2016).

3

Pre-service mathematics teachers’ learning and teaching of activity-based lessons supported with spreadsheets. (English)

Technol. Pedagog. Educ. 25, No. 1, 39-59 (2016).

4

Active and passive technology integration: a novel approach for managing technology’s influence on learning experiences in context-aware learning spaces. (English)

Technol. Pedagog. Educ. 25, No. 1, 19-37 (2016).

5

Instructors’ use of technology in post-secondary undergraduate mathematics teaching: a local study. (English)

Int. J. Math. Educ. Sci. Technol. 47, No. 2, 216-232 (2016).

6

Transforming teachers’ technological pedagogical content knowledge for teaching mathematics with technology through online professional development. (English)

Rogerson, Alan (ed.), The mathematics education for the future project. Proceedings of the 13th international conference ‘Mathematics education in a connected world’, Catania, Sicily, Italy, September 16‒21, 2015. Münster: WTM-Verlag (ISBN 978-3-942197-44-1/pbk; 978-3-942197-86-1/ebook). Conference Proceedings in Mathematics Education 1, 259-267 (2015).

7

Formative questioning in computer learning environments: a course for pre-service mathematics teachers. (English)

Int. J. Math. Educ. Sci. Technol. 46, No. 8, 1096-1115 (2015).

8

Elementary education pre-service teachers’ development of mathematics technology integration skills in a technology integration course. (English)

J. Comput. Math. Sci. Teach. 34, No. 4, 431-453 (2015).

9

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).

10

Pre-service teachers’ TPACK competencies for spreadsheet integration: insights from a mathematics-specific instructional technology course. (English)

Technol. Pedagog. Educ. 24, No. 5, 605-625 (2015).

11

Integration of technology into mathematics teaching: past, present and future. (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). 17-26 (2015).

12

How teachers learn: the roles of formal, informal, and independent learning. (English)

Educ. Technol. Res. Dev. 62, No. 3, 367-384 (2014).

13

Institutional perspectives for the integration of the spreadsheet in mathematics learning: the case of French curriculums and assessments. (English)

Spreadsheets Educ. 7, No. 1, 33 p., electronic only (2014).

14

Elementary school teachers’ use of technology during mathematics teaching. (English)

Comput. Sch. 31, No. 4, 271-292 (2014).

15

Is eliminating the sign confusion of integral possible? The case of CAS supported teaching. (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). 153-160 (2014).

16

Teachers and technologies: shared constraints, common responses. (English)

Clark-Wilson, Alison (ed.) et al., The mathematics teacher in the digital era. An international perspective on technology focused professional development. Dordrecht: Springer (ISBN 978-94-007-4637-4/hbk; 978-94-007-4638-1/ebook). Mathematics Education in the Digital Era 2, 297-317 (2014).

17

Teachers’ instrumental geneses when integrating spreadsheet software. (English)

Clark-Wilson, Alison (ed.) et al., The mathematics teacher in the digital era. An international perspective on technology focused professional development. Dordrecht: Springer (ISBN 978-94-007-4637-4/hbk; 978-94-007-4638-1/ebook). Mathematics Education in the Digital Era 2, 241-275 (2014).

18

Exploring the quantitative and qualitative gap between expectation and implementation: a survey of English mathematics teachers’ uses of ICT. (English)

Clark-Wilson, Alison (ed.) et al., The mathematics teacher in the digital era. An international perspective on technology focused professional development. Dordrecht: Springer (ISBN 978-94-007-4637-4/hbk; 978-94-007-4638-1/ebook). Mathematics Education in the Digital Era 2, 43-70 (2014).

19

Teaching roles in a technology intensive core undergraduate mathematics course. (English)

Clark-Wilson, Alison (ed.) et al., The mathematics teacher in the digital era. An international perspective on technology focused professional development. Dordrecht: Springer (ISBN 978-94-007-4637-4/hbk; 978-94-007-4638-1/ebook). Mathematics Education in the Digital Era 2, 163-185 (2014).

20

Result **1** to **20** of **147** total