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Result 1 to 20 of 25 total

Differing system logic and difficulties in understanding between members of the teaching staff and learners. (Differierende Systemlogik und Verstehensschwierigkeiten zwischen Lehrenden und Lernenden.) (German)
Paravicini, Walther (ed.) et al., Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2014. Beiträge zum gleichnamigen Symposium am 7. und 8. November 2014 an der Westfälischen Wilhelms-Universität Münster. Münster: WTM-Verlag (ISBN 978-3-942197-99-1/pbk+ebook). Schriften zur Hochschuldidaktik Mathematik 2, 213-225 (2016).
Classification: C55 D75 E45 C75
1
Interjection: the question as the beginning of all learning. (Zwischenruf: Die Frage als Anfang allen Lernens.) (German)
Paravicini, Walther (ed.) et al., Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2014. Beiträge zum gleichnamigen Symposium am 7. und 8. November 2014 an der Westfälischen Wilhelms-Universität Münster. Münster: WTM-Verlag (ISBN 978-3-942197-99-1/pbk+ebook). Schriften zur Hochschuldidaktik Mathematik 2, 97-118 (2016).
Classification: C35 D75 E45
2
A critical analysis of teaching and learning negative numbers. (English)
Philos. Math. Educ. J. 29, 13 p., electronic only (2015).
Classification: D20 F40 M10 E40
3
Is small, small enough? Students’ understanding the need for the definition of the derivative as a limit. (English)
Int. J. Technol. Math. Educ. 22, No. 1, 31-41 (2015).
Classification: I45 U75
4
Absolute and relational representations: the challenge of Caleb Gattegno and Bob Davis. (English)
Barmby, P. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 34, No. 1. Proceedings of the day conference, King’s College, London, UK, March 1, 2014. London: British Society for Research into Learning Mathematics (BSRLM). 37-42 (2014).
Classification: C30 E40 D20
5
Investigating a link between pre-calculus students’ uses of graphing calculators and their understanding of mathematical symbols. (English)
Int. J. Technol. Math. Educ. 21, No. 4, 157-166 (2014).
Classification: U70 E40 D50 D70 I20
6
Definite integration and the “need to know" principle. (English)
Math. Teach. (Reston) 108, No. 4, 313-318 (2014).
Classification: I50 E40
7
The power of talk in the mathematics classroom. (English)
Math. Teach. (Derby) 239, 21-22 (2014).
Classification: C50 E40 C30 D70
8
‘Fluffy’ assessment, joined-up thinking, vision and future aspiration. (English)
Math. Teach. (Derby) 238, 11-13 (2014).
Classification: D60 C30
9
Approximative representations of magnitudes as a basis of arithmetic skills. (Approximative Mengenrepräsentationen als Grundlage arithmetischer Fertigkeiten.) (German)
Hasselhorn, Marcus (ed.) et al., Diagnostik mathematischer Kompetenzen. Göttingen: Hogrefe (ISBN 978-3-8017-2533-4/pbk). Jahrbuch der Pädagogisch-Psychologischen Diagnostik. Tests und Trends. Neue Folge 11, 3-12 (2013).
Classification: F21 E61 C31 D61 D71
10
5 language substitutions when teaching fractions. (English)
Math. Teach. Middle Sch. 19, No. 2, 68-69 (2013).
Classification: F43 E43
11
Linked representations in algebra: developing symbolic meaning. (English)
Math. Teach. (Reston) 107, No. 4, 306-312 (2013).
Classification: C34 H34 I24
12
Writing about the history of mathematics as a means for growth in understanding. (English)
Investig. Math. Learn. 5, No. 3, 9-24 (2013).
Classification: D30 D40 A30 D60
13
Teaching methods and mathematics achievement in German computer aided classroom teaching. (English)
Lindmeier, Anke M. (ed.) et al., Proceedings of the 37th conference of the International Group for the Psychology of Mathematics Education “Mathematics learning across the life span", PME 37, Kiel, Germany, July 28‒August 2, 2013. Vol. 4. Kiel: IPN‒Leibniz Institute for Science and Mathematics Education at the University of Kiel (ISBN 978-3-89088-290-1). 25-32 (2013).
Classification: D40 C30 U50
14
Teaching concepts ‒ learning concepts. (Begriffe lehren ‒ Begriffe lernen.) (German)
Math. Lehren, No. 172, 2-9 (2012).
Classification: E40 C30
15
Variety of languages in mathematics lessons. Challenges, chances, and furthering approaches. (Sprachenvielfalt im Mathematikunterricht. Herausforderungen, Chancen und Förderansätze.) (German)
PM Prax. Math. Sch. 54, No. 45, 2-9 (2012).
Classification: C50 E40 D70
16
What does it mean for a student to understand the first-year calculus? perspectives of 24 experts. (English)
J. Math. Behav. 30, No. 2, 131-148 (2011).
Classification: C35 D65 D75
17
An examination of middle school students’ representation practices in mathematical problem solving through the Lens of expert work: towards an organizing scheme. (English)
Educ. Stud. Math. 76, No. 3, 265-280 (2011).
Classification: D50 C30
18
The use of relational games in initial teacher education: Bringing the classroom into the lecture theatre. (English)
Clarke, Barbara (ed.) et al., Tasks in primary mathematics teacher education. Purpose, use and exemplars. New York, NY: Springer (ISBN 978-0-387-09668-1/hbk; 978-0-387-09669-8/e-book). Mathematics Teacher Education 4, 177-196 (2009).
Classification: B52 F22 F29 F32 F39 D42 D49 U62 U69
19
What’s wrong with college algebra? (English)
PRIMUS, Probl. Resour. Issues Math. Undergrad. Stud. 18, No. 6, 516-541 (2008).
Classification: D34 D35
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Result 1 to 20 of 25 total

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