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(Residential) towers ‒ tremendously big. A holistic approach to algebraic terms that is provoking to speak. ((Wohn-)Türme ‒ riesig groß. Ein ‒ zum Sprechen provozierender ‒ ganzheitlicher Zugang zu algebraischen Termen.) (German)
Lernchancen 18, No. 104, 6-9 (2015).
Classification: H23 C53 E43 D43 D83
1
A case for the BEBA-strategy. Getting to the bottom of errors and improving understanding. (Ein Fall für die BEBA-Strategie. Fehlern auf den Grund gehen und Verständnis stärken.) (German)
Math. Lehren 32, No. 191, 20-24 (2015).
Classification: F43 D73 Reviewer: Renate Stürmer (Zweibrücken)
2
Taking along learners to navigate on “paths of explanation". (Lernende beim Navigieren auf “Erklärpfaden" mitnehmen.) (German)
PM Prax. Math. Sch. 57, No. 64, 33-37 (2015).
Classification: C50 E50 D40
3
Explaining needs language. On planning language-sensitive mathematics lessons with the example of “Why-explanations". (Erklären braucht Sprache. Zur Planung eines sprachsensiblen Mathematikunterrichts am Beispiel von “Warum-Erklärungen".) (German)
PM Prax. Math. Sch. 57, No. 64, 10-12 (2015).
Classification: C50
4
Subject learning and language learning! Bringing together what belongs together! (Fachlernen und Sprachlernen! Bringt zusammen, was zusammen gehört.) (German)
MNU, Math. Naturwiss. Unterr. 68, No. 3, 132-137 (2015).
Classification: C50 E40 M10
5
The power of talk in the mathematics classroom. (English)
Math. Teach. (Derby) 239, 21-22 (2014).
Classification: C50 E40 C30 D70
6
Accreditation not aggravation. (English)
Adults Learn. Math. 9, No. 2, 79-83, electronic only (2014).
Classification: U78 C58 D68 D78 E48 E58
7
Audio-podcasts on mathematical topics ‒ concept formation with digital media. (Audio-Podcasts zu mathematischen Themen ‒ Begriffsbildung mit digitalen Medien.) (German. English summary)
Ladel, Silke (ed.) et al., Von Audiopodcast bis Zahlensinn. Münster: WTM-Verlag (ISBN 978-3-942197-37-3/pbk). Lernen, Lehren und Forschen mit digitalen Medien in der Primarstufe 2, 31-60 (2014).
Classification: U82 U72 C32 C52 E42 D32
8
The “broken phone" game a a tool to improve preservice kindergarten teachers’ geometrical and pedagogical knowledge. (English. Slovak summary)
Stud. Sci. Fac. Paedagog. 13, No. 1, 210-222 (2014).
Classification: D39 D49 C59
9
Mario, Monkey Man, fish, and bam-bam: creative terminology in today’s classrooms. (English)
Math. Teach. (Reston) 106, No. 6, 408-409 (2013).
Classification: H23 E43
10
The role of the teacher in groupwork. (English)
Math. Teach. (Derby) 235, 37-39 (2013).
Classification: D43 C73
11
The influence of verbal language in a mathematical context: a study on negation. (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. 2. Kiel: IPN‒Leibniz Institute for Science and Mathematics Education at the University of Kiel (ISBN 978-3-89088-288-8). 65-72 (2013).
Classification: C55 E35
12
Gestures and temporality: children’s use of gestures on spatial transformation tasks. (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. 3. Kiel: IPN‒Leibniz Institute for Science and Mathematics Education at the University of Kiel (ISBN 978-3-89088-289-5). 361-368 (2013).
Classification: C52
13
How is mathematical language used in the classroom? (English)
Math. Sch. (Leicester) 42, No. 1, 30-34 (2013).
Classification: E44 C54
14
Gendered styles of linguistic peer interaction and equity of participation in a small group investigating mathematics. (English)
Smith, C. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 32, No. 3. Proceedings of the day conference, University of Cambridge, UK, June 17, 2012. London: British Society for Research into Learning Mathematics (BSRLM). 150-155 (2012).
Classification: C64 C54
15
Verbal contributions do also count. Thoughts on the assessment of students’ oral performance. (Auch das Gesagte zählt. Gedanken zur Bewertung mündlicher Schülerleistungen.) (German)
Math. Lehren, No. 170, 54-56 (2012).
Classification: D63
16
“I don\rq t like practical problems.” The importance of texts for mathematics teaching practice. (“Sachaufgaben mag ich nicht.” Die Bedeutung von Texten für die Gestaltung von Mathematikunterricht.) (German)
PM Prax. Math. Sch. 54, No. 46, 33-39 (2012).
Classification: D50 F90 C50
17
“In the aquarium there are 20 fish $+ 6 + 10 + 2$.” Supporting students in writing real life problems. (“Im Aquarium gibt’s 20 Fische $+6+10+2$.” Schülerinnen und Schüler beim Schreiben von Sachaufgaben unterstützen.) (German)
PM Prax. Math. Sch. 54, No. 45, 18-23 (2012).
Classification: C53 D43 F93 D83 D73
18
“I am much better now in pressing it.” Specific development of subject-oriented means of speech. (“Ich kann das jetzt viel besser bedrücken.” Gezielter Aufbau fachbezogener Redemittel.) (German)
PM Prax. Math. Sch. 54, No. 45, 13-17 (2012).
Classification: C53 E43 D83 D73
19
Networking representations. Approach to the integrated development of concepts and language elements. (Darstellungen vernetzen. Ansatz zur integrierten Entwicklung von Konzepten und Sprachmitteln.) (German)
PM Prax. Math. Sch. 54, No. 45, 28-33 (2012).
Classification: C50 C30 F40
20
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