A type of parental involvement with isomorphic effect on urban children’s mathematics, reading, science, and social studies achievement

A type of parental involvement with isomorphic effect on urban children’s mathematics, reading, science, and social studies achievement

Dades bibliogràfiques
Autors principals:	Stylianides, G, Stylianides, J., A
Format:	Journal article
Publicat:	2011

Ítems similars

A type of parental involvement with an isomorphic effect on urban children's mathematics, reading, science, and social studies achievement at kindergarten entry
per: Stylianides, A, et al.
Publicat: (2011)

Mathematics for teaching: A form of applied mathematics
per: Stylianides, G, et al.
Publicat: (2010)

Viewing "mathematics for teaching" as a form of applied mathematics: Implications for the mathematical preparation of teachers
per: Stylianides, A, et al.
Publicat: (2014)

Mathematics for teaching: A form of applied mathematics
per: Stylianides, G, et al.
Publicat: (2010)

Promoting elements of mathematical knowledge for teaching related to the notion of assumptions
per: Stylianides, G, et al.
Publicat: (2023)

Approaches to supporting and measuring mathematical problem posing: a systematic review of interventions in mathematics education
per: Zhang, L, et al.
Publicat: (2025)

Impacting positively on students' mathematical problem solving beliefs: An instructional intervention of short duration
per: Stylianides, A, et al.
Publicat: (2014)

Seeking research-grounded solutions to problems of practice: Classroom-based interventions in mathematics education
per: Stylianides, A, et al.
Publicat: (2013)

Introducing students and prospective teachers to the notion of proof in mathematics
per: Stylianides, AJ, et al.
Publicat: (2022)

Studying the classroom implementation of tasks: High-level mathematical tasks embedded in 'real-life' contexts
per: Stylianides, A, et al.
Publicat: (2008)

Preservice teachers' knowledge of proof by mathematical induction
per: Stylianides, G, et al.
Publicat: (2007)

Reasoning-and-proving in school mathematics textbooks
per: Stylianides, G
Publicat: (2009)

Reasoning-and-proving in school mathematics textbooks
per: Stylianides, G
Publicat: (2009)

Studying the implementation of tasks in classroom settings: High-level mathematics tasks embedded in real-life contexts
per: Stylianides, G, et al.
Publicat: (2008)

Important mathematical competences for students in the age of generative artificial intelligence: proof comprehension and evaluation, and ChatGPT
per: Stylianides, AJ, et al.
Publicat: (2025)

Teaching and learning authentic mathematics: the case of proving
per: Stylianides, AJ, et al.
Publicat: (2022)

Proof and proving in school and mathematics education research: a systematic review
per: Stylianides, G, et al.
Publicat: (2023)

Introducing students to the role of assumptions in mathematical activity
per: Komatsu, K, et al.
Publicat: (2023)

Investigating the guidance offered to teachers in curriculum materials: The case of proof in mathematics
per: Stylianides, G
Publicat: (2008)

Enhancing mathematical problem posing competence: a meta-analysis of intervention studies
per: Zhang, L, et al.
Publicat: (2024)

Development of local theories in design-based research in mathematics education
per: Komatsu, K, et al.
Publicat: (2025)

Using vignettes to investigate mathematics teachers’ beliefs for promoting cognitive engagement in secondary mathematics classroom practice
per: Skilling, K, et al.
Publicat: (2022)

Enhancing mathematical problem posing competence: a meta-analysis of intervention studies
per: Ling Zhang, et al.
Publicat: (2024-09-01)

Reasoning-and-proving in school mathematics: The case of pattern identification
per: Stylianides, G, et al.
Publicat: (2009)

Teaching to listen, question, and ponder: an investigation into promoting an enquiring atmosphere in a mathematics classroom
per: Ciccolini, G, et al.
Publicat: (2020)

Impacting prospective teachers' beliefs about mathematics
per: Shilling-Traina, L, et al.
Publicat: (2013)

The Role of Instructional Engineering in Reducing the Uncertainties of Ambitious Teaching
per: Stylianides, G, et al.
Publicat: (2014)

Facilitating the transition from empirical arguments to proof
per: Stylianides, G, et al.
Publicat: (2009)

Proof constructions and evaluations
per: Stylianides, A, et al.
Publicat: (2009)

Research-based interventions in the area of proof: The past, the present, and the future.
per: Stylianides, G, et al.
Publicat: (2017)

Validation of solutions of construction problems in dynamic geometry environments
per: Stylianides, G, et al.
Publicat: (2005)

Proof constructions and evaluations
per: Stylianides, A, et al.
Publicat: (2009)

Conditions for proving by mathematical induction to be explanatory
per: Stylianides, G, et al.
Publicat: (2016)

Proof constructions and evaluations
per: Stylianides, G, et al.
Publicat: (2009)

Facilitating the transition from empirical arguments to proof
per: Stylianides, G, et al.
Publicat: (2009)

Posing new researchable questions as a dynamic process in educational research
per: Stylianides, GJ, et al.
Publicat: (2020)

Undergraduate students' understanding of the contraposition equivalence rule in symbolic and verbal contexts
per: Stylianides, A, et al.
Publicat: (2004)

Level, strength, and facet-specific self-efficacy in mathematics test performance
per: Street, K, et al.
Publicat: (2017)

Research on the teaching and learning of proof: Taking stock and moving forward
per: Stylianides, G, et al.
Publicat: (2017)

Procedural and Conceptual Knowledge: Exploring the Gap Between Knowledge Type and Knowledge Quality
per: Star, JR, et al.
Publicat: (2013)