Result 1 to 20 of 50 total
A pilot study of short computing video tutorials in a graduate public health biostatistics course. (English)
J. Stat. Educ. 23, No. 2, 16 p., electronic only (2015).
1
Going forward: encouraging teachers to embrace video technology for self-development. (English)
Ng, Swee Fong (ed.), Cases of mathematics professional development in East Asian countries. Using video to support grounded analysis. Singapore: Springer (ISBN 978-981-287-404-7/hbk; 978-981-287-405-4/ebook). Mathematics Teacher Education 10, 249-250 (2015).
2
The use of video technology in pre-service teacher education and in-service teacher professional development. (English)
Ng, Swee Fong (ed.), Cases of mathematics professional development in East Asian countries. Using video to support grounded analysis. Singapore: Springer (ISBN 978-981-287-404-7/hbk; 978-981-287-405-4/ebook). Mathematics Teacher Education 10, 229-247 (2015).
3
Into Part I: how videos and audio technology support the professional development of teachers. (English)
Ng, Swee Fong (ed.), Cases of mathematics professional development in East Asian countries. Using video to support grounded analysis. Singapore: Springer (ISBN 978-981-287-404-7/hbk; 978-981-287-405-4/ebook). Mathematics Teacher Education 10, 11-13 (2015).
4
Matters of view. Producing your own tutorial videos. (Ansichtssachen. Lernvideos selbst produzieren.) (German)
Mathematik 5 bis 10 31, 24-25 (2015).
5
Fostering student engagement with the flip. (English)
Math. Teach. (Reston) 107, No. 6, 420-425 (2014).
6
One’s own and foreign videos in in-service teacher training. A case study on cognitive and emotional processes while observing two different video types. (Eigene und fremde Videos in der Lehrerfortbildung. Eine Fallanalyse zu kognitiven und emotionalen Prozessen beim Beobachten zweier unterschiedlicher Videotypen.) (German. English summary)
Z. Päd. 60, No. 3, 471-490 (2014).
7
Using iPad video evidence as a tool for reflection in primary teacher education. (English)
Smith, C. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 33, No. 3. Proceedings of the day conference, University of Edinburgh, UK, November 16, 2013. London: British Society for Research into Learning Mathematics (BSRLM). 43-48 (2013).
8
Playing mathematical instruments: emerging perceptuomotor integration with an interactive mathematics exhibit. (English)
J. Res. Math. Educ. 44, No. 2, 372-415 (2013).
9
The boom and bust and boom of educational games. (English)
Pan, Zhigeng (ed.) et al., Transactions on Edutainment IX. Berlin: Springer (ISBN 978-3-642-37041-0/pbk). Lecture Notes in Computer Science 7544. Journal Subline, 290-296 (2013).
10
Eliciting and developing teachers’ conceptions of random processes in a probability and statistics course. (English)
Math. Think. Learn. 15, No. 1, 58-82 (2013).
11
High school students’ goals for working together in mathematics class: mediating the practical rationality of studenting. (English)
Math. Think. Learn. 15, No. 1, 24-57 (2013).
12
According to Davis: connecting principles and practices. (English)
J. Math. Behav. 32, No. 2, 230-242 (2013).
13
Douglas butler uses Autograph to explore the geometry of calculus. (English)
Math. Teach. (Derby), No. 229, 44-46 (2012).
14
To what extent might role play be a useful tool for learning mathematics? (English)
Math. Teach. (Derby), No. 230, 17-20 (2012).
15
Characteristics of middle school students learning actions in outdoor mathematical activities with the cellular phone. (English)
Teach. Math. Appl. 31, No. 3, 133-152 (2012).
16
Students’ relationship to technology and conceptions of mathematics while learning in a computer algebra system environment. (English)
Int. J. Technol. Math. Educ. 19, No. 1, 3-16 (2012).
17
The effects of representations, constructivist approaches, and engagement on middle school students’ algebraic procedure and conceptual understanding. (English)
Sch. Sci. Math. 112, No. 2, 117-128 (2012).
18
Socially shared metacognition of dyads of pupils in collaborative mathematical problem-solving processes. (English)
Learn. Instr. 21, No. 3, 379-393 (2011).
19
Activating positive affective experiences in the classroom: “nice to have" or something more? (English)
Learn. Instr. 21, No. 3, 452-466 (2011).
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