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

Bibliográfalaš dieđut
Váldodahkkit:	Stylianides, G, Stylianides, J., A
Materiálatiipa:	Journal article
Almmustuhtton:	2011

Geahča maid

A type of parental involvement with an isomorphic effect on urban children's mathematics, reading, science, and social studies achievement at kindergarten entry
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Viewing "mathematics for teaching" as a form of applied mathematics: Implications for the mathematical preparation of teachers
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Seeking research-grounded solutions to problems of practice: Classroom-based interventions in mathematics education
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Preservice teachers' knowledge of proof by mathematical induction
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Reasoning-and-proving in school mathematics textbooks
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Reasoning-and-proving in school mathematics textbooks
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Studying the implementation of tasks in classroom settings: High-level mathematics tasks embedded in real-life contexts
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Important mathematical competences for students in the age of generative artificial intelligence: proof comprehension and evaluation, and ChatGPT
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Reasoning-and-proving in school mathematics: The case of pattern identification
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Teaching to listen, question, and ponder: an investigation into promoting an enquiring atmosphere in a mathematics classroom
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Impacting prospective teachers' beliefs about mathematics
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The Role of Instructional Engineering in Reducing the Uncertainties of Ambitious Teaching
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Facilitating the transition from empirical arguments to proof
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Proof constructions and evaluations
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Research-based interventions in the area of proof: The past, the present, and the future.
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Validation of solutions of construction problems in dynamic geometry environments
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Proof constructions and evaluations
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Conditions for proving by mathematical induction to be explanatory
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Proof constructions and evaluations
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Almmustuhtton: (2009)

Facilitating the transition from empirical arguments to proof
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Almmustuhtton: (2009)

Posing new researchable questions as a dynamic process in educational research
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Undergraduate students' understanding of the contraposition equivalence rule in symbolic and verbal contexts
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Level, strength, and facet-specific self-efficacy in mathematics test performance
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Research on the teaching and learning of proof: Taking stock and moving forward
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Procedural and Conceptual Knowledge: Exploring the Gap Between Knowledge Type and Knowledge Quality
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