Mathematics for teaching: A form of applied mathematics

Mathematics for teaching: A form of applied mathematics

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Bibliografiske detaljer
Main Authors:	Stylianides, G, Stylianides, J., A
Format:	Journal article
Udgivet:	2010

Lignende værker

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

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

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

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

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

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

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

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

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

Reasoning-and-proving in school mathematics textbooks
af: Stylianides, G
Udgivet: (2009)

Reasoning-and-proving in school mathematics textbooks
af: Stylianides, G
Udgivet: (2009)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Proof constructions and evaluations
af: Stylianides, A, et al.
Udgivet: (2009)

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

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