Educational Studies in Mathematics

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Opportunity-to-learn context-based tasks provided by mathematics textbooks
Educational Studies in Mathematics - Tập 89 Số 1 - Trang 41-65 - 2015
Ariyadi Wijaya, Marja van den Heuvel‐Panhuizen, Michiel Doorman
Students’ distributive reasoning with fractions and unknowns
Educational Studies in Mathematics - Tập 93 Số 2 - Trang 245-263 - 2016
Amy J. Hackenberg, Mi Yeon Lee
Representation of problem-solving procedures: A comparative look at China, Singapore, and US mathematics textbooks
Educational Studies in Mathematics - Tập 66 Số 1 - Trang 61-75 - 2007
Lianghuo Fan, Yan Zhu
Teacher noticing and its growth toward expertise: an expert–novice comparison with pre-service and in-service secondary mathematics teachers
Educational Studies in Mathematics - Tập 110 - Trang 205-232 - 2021
Anton Bastian, Gabriele Kaiser, Dennis Meyer, Björn Schwarz, Johannes König
Although strong references to expertise in different theoretical approaches to teacher noticing have been made in the last decades, empirical knowledge about the development of teacher noticing from novice to expert level is scarce. The present study aims to close this research gap by comparing three different groups of mathematics teachers with different degrees of professional teaching experienc... hiện toàn bộ
How reform curricula in the USA and Korea present multiplication and division of fractions
Educational Studies in Mathematics - Tập 74 Số 2 - Trang 117-142 - 2010
Ji‐Won Son, Sharon L. Senk
Book Review: Curricular resources and their classroom implementation: Contributions (and limitations) of a focus on mathematical tasks. Gabriel J. Stylianides (Ed.) (2016) Curricular resources and classroom use. The case of mathematics
Educational Studies in Mathematics - - 2019
Ghislaine Gueudet
A model of the symmetric group S4 used as a means of teaching fundamental algebraic concepts
Educational Studies in Mathematics - Tập 6 - Trang 99-111 - 1975
H. P. Hahn
Institutions influencing mathematics students' private work: A factor of academic achievement
Educational Studies in Mathematics - Tập 57 - Trang 33-63 - 2004
Corine Castela
The aim of the research presented in this paper is to contribute to our knowledge about problem solving in mathematics. My purpose in this paper is to compare, from this point of view, two very different institutions in the French tertiary education system, with the intention to interpret the chronic inequality of performance in problem solving between populations of mathematics students coming fr... hiện toàn bộ
Mathematics teacher educator-researchers’ perspectives on the use of theory in facilitating teacher growth
Educational Studies in Mathematics - Tập 98 - Trang 197-214 - 2018
Fou-Lai Lin, Kai-Lin Yang, Hui-Yu Hsu, Jian-Cheng Chen
This study explored the perspectives of mathematics teacher educator-researchers (MTE-Rs) on the use of theory in facilitating teacher growth. We adopted the framework of the theory-centered scholarship triangle (Silver & Herbst, 2007) to probe the underlying meanings of perspectives on theory use expressed by MTE-Rs. Qualitative analysis revealed three distinct types of perspectives: a perspectiv... hiện toàn bộ
Engaging pre-service middle-school teacher-education students in mathematical problem posing: development of an active learning framework
Educational Studies in Mathematics - Tập 83 - Trang 87-101 - 2013
Nerida F. Ellerton
Although official curriculum documents make cursory mention of the need for problem posing in school mathematics, problem posing rarely becomes part of the implemented or assessed curriculum. This paper provides examples of how problem posing can be made an integral part of mathematics teacher education programs. It is argued that such programs are a good place to start the process of redesigning ... hiện toàn bộ
Tổng số: 1,875   
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