Mathematics for teaching: A form of applied mathematics

Mathematics for teaching: A form of applied mathematics

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Manylion Llyfryddiaeth
Prif Awduron:	Stylianides, G, Stylianides, J., A
Fformat:	Journal article
Cyhoeddwyd:	2010

Eitemau Tebyg

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

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

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

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

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

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

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

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

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

Reasoning-and-proving in school mathematics textbooks
gan: Stylianides, G
Cyhoeddwyd: (2009)

Reasoning-and-proving in school mathematics textbooks
gan: Stylianides, G
Cyhoeddwyd: (2009)

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

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

A type of parental involvement with isomorphic effect on urban children’s mathematics, reading, science, and social studies achievement
gan: Stylianides, G, et al.
Cyhoeddwyd: (2011)

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

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

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

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

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

Teaching to Listen, Question, and Ponder: An Investigation into Promoting an Enquiring Atmosphere in a Mathematics Classroom
gan: Gessica Ciccolini, et al.
Cyhoeddwyd: (2020-08-01)

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

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

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

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

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

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

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

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

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

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

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

PROSPECTIVE TEACHERS' CHALLENGES IN TEACHING REASONING-AND-PROVING
gan: Stylianides, G, et al.
Cyhoeddwyd: (2013)

PROSPECTIVE TEACHERS' CHALLENGES IN TEACHING REASONING-AND-PROVING
gan: Stylianides, G, et al.
Cyhoeddwyd: (2013)

Changes in students’ self-efficacy when learning a new topic in mathematics: a micro-longitudinal study
gan: Street, K, et al.
Cyhoeddwyd: (2022)

Differential relationships between mathematics self-efficacy and national test performance according to perceived task difficulty
gan: Street, KES, et al.
Cyhoeddwyd: (2022)

Towards a comprehensive knowledge package for teaching proof: A focus on the misconception that empirical arguments are proofs
gan: Andreas J. Stylianides
Cyhoeddwyd: (2011-08-01)

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

Proof constructions and evaluations
gan: Stylianides, A, et al.
Cyhoeddwyd: (2009)

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

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