Τετάρτη, 29 Φεβρουαρίου 2012

Educational Studies in Mathematics

Educational Studies in Mathematics

Vol. 79, n°2, février 2012


‘Warrant’ revisited: Integrating mathematics teachers’ pedagogical and epistemological considerations into Toulmin’s model for argumentation, Elena Nardi, Irene Biza and Theodossios Zachariades
The nature of student predictions and learning opportunities in middle school algebra, Lisa Anne Kasmer and Ok-Kyeong Kim
Procedural and conceptual changes in young children’s problem solving, Chronoula Voutsina
Teaching methods for modelling problems and students’ task-specific enjoyment, value, interest and self-efficacy expectations, Stanislaw Schukajlow, Dominik Leiss, Reinhard Pekrun, Werner Blum and Marcel Müller, et al.
How do elementary textbooks address fractions? A review of mathematics textbooks in the USA, Japan, and Kuwait, Amal Hussain Alajmi
Teasing out repetition from rote: an essay on two versions of will, Yuichi Handa
Pedagogical content beliefs: global, content domain-related and situation-specific components, Sebastian Kuntze
Mathematics-for-teaching: what can be learned from the ethnopoetics of teachers’ stories?, Joy A. Oslund
Problem solving strategies of girls and boys in single-sex mathematics classrooms, Megan Che, Elaine Wiegert and Karen Threlkeld

http://www.springerlink.com/content/0013-1954/79/2/

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