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Linking procedural and conceptual knowledge
(Finland : University of Joensuu, Bulletins of the Faculty of Education, 2003)
Which kind of creativity may be attained by most students?
(Rousse, Bulgaria : University of Rousse, 2008)
Most students may creatively develop only solutions to given problems,
which should be achieved in the long run by utilizing suitable
teaching/learning approaches that promote thinking skills related to
creativity with ...
Some aspects of visualizing geometric knowledge: Possibilities, findings, further research
(Singapore : World Scientific, 2004)
Having underlined a rationale for visualizing the knowledge of geometry, the paper
describes two tools whereby computer-assisted visualization can be realized. It
then summarizes research findings regarding the use of ...
Can procedural and conceptual mathematical knowledge be linked through computer assisted learning?
(Hagenberg, Austria : Bk teachware, 2000)
Despite its high educational relevance, just a few CAL studies have examined
secondarily whether their computer-based treatments related procedural and conceptual
mathematical knowledge. This study summarizes their ...
Linking arithmetic to algebra
(University of Melbourne : Department of Science and Mathematics Education, 2001)
Ninth-grade students' mathematical-self concept: an international study
(Athens, Nicosia : Hellenic Mathematical Society, & Cyprus Mathematical Society, 2003)
An international study of 682 ninth-grade students from Finland, Poland,
Yugoslavia and Israel confirmed that, despite diversity, affective variables
regarding mathematics and its learning converge to an underlying ...
Simultaneous activation of conceptual and procedural mathematical knowledge by means of CLASSPAD
(Reims, France : IUFM, 2004)
If we agree that the main goal of mathematics education is to develop both procedural and conceptual
knowledge and to make links between the two, a very important research question regarding technology-
based mathematics ...