50 results on '"Fan, Lianghuo"'
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2. Teachers' Perceptions of Less Successfully Organized Professional Development Practices in Mathematics: A Study of Nine Secondary Schools in Shanghai, China
3. What Is the Most Important Source for Teachers' Knowledge Development? A Meta-Analysis of 27 Empirical Studies on the Sources of Teachers' Knowledge
4. Professional development for teaching mathematics with technology: a comparative study of facilitators’ beliefs and practices in China and Germany
5. Secondary School Mathematics Teachers' Instructional Practices in the Integration of Mathematics Analysis Software (MAS)
6. Indonesian Teachers' Knowledge of ICT and the Use of ICT in Secondary Mathematics Teaching
7. Chinese Students' Access, Use and Perceptions of ICTs in Learning Mathematics: Findings from an Investigation of Shanghai Secondary Schools
8. Recent Advances in Mathematics Textbook Research and Development
9. Mathematics Textbooks and Curriculum Resources as Instruments for Change
10. Are Textbooks Facilitators or Barriers for Teachers' Teaching and Instructional Change? An Investigation of Secondary Mathematics Teachers in Shanghai, China
11. Investigating Students' Perceptions Concerning Textbook Use in Mathematics: A Comparative Study of Secondary Schools between Shanghai and England
12. Recent Advances in Mathematics Textbook Research and Development: An Overview
13. How Is Cultural Influence Manifested in the Formation of Mathematics Textbooks? A Comparative Case Study of Resource Book Series between Shanghai and England
14. Correction to: Chinese students’ access, use and perceptions of ICTs in learning mathematics: findings from an investigation of Shanghai secondary schools
15. Does a Transformation Approach Improve Students' Ability in Constructing Auxiliary Lines for Solving Geometric Problems? An Intervention-Based Study with Two Chinese Classrooms
16. Textbooks Use and Teaching Strategies: An Empirical Study.
17. The Expansion of Education in China: 1949-1995.
18. How Is Educational Gamification Represented in School Curriculum? An Investigation of Chinese Secondary Mathematics Textbooks
19. Representation of Problem-Solving Procedures: A Comparative Look at China, Singapore, and US Mathematics Textbooks
20. Focus on the Representation of Problem Types in Intended Curriculum: A Comparison of Selected Mathematics Textbooks from Mainland China and the United States
21. The Influence of Textbooks on Teaching Strategies: An Empirical Study.
22. Rethinking the role of algorithms in school mathematics: a conceptual model with focus on cognitive development
23. Textbook research as scientific research: towards a common ground on issues and methods of research on mathematics textbooks
24. Textbook research in mathematics education: development status and directions
25. From convergence to divergence: the development of mathematical problem solving in research, curriculum, and classroom practice in Singapore
26. Jinfa Cai, Gabriel Kaiser, Bob Perry and Ngai-Ying Wong (Eds.): Who says there is no best way in teaching mathematics? A review of Effective Mathematics Teaching From Teachers’ Perspectives: National And Cross-National Studies: 2009, Rotterdam, The Netherlands: Sense Publishers, USD99, x + 336 pp. ISBN 978-90-8790-820-8 hardback
27. From platform access to teacher design work: constraints and affordances of platforms: the Dutch case of Wikiwijs
28. Proceedings of the Third International Conference on Mathematics Textbook Research and Development
29. Mathematics textbooks and teachers’ resources: a broad area of research in mathematics education to be developed
30. Research on Mathematics Textbooks and Teachers’ Resources
31. Erratum to: Jinfa Cai, Gabriele Kaiser, Bob Perry and Ngai-Ying Wong (Eds.): Who says there is no best way in teaching mathematics? A review of Effective Mathematics Teaching From Teachers’ Perspectives: National And Cross-National Studies: 2009, Rotterdam, The Netherlands: Sense Publishers, USD99, x + 336 pp. ISBN 978-90-8790-820-8 hardback
32. Textbook research as scientific research: towards a common ground for research on mathematics textbooks
33. Re-looking at the impact of technology on the development of mathematics curriculum from two cases in China and Singapore
34. Integrating new assessment strategies into mathematics classrooms: an exploratory study in Singapore primary and secondary schools
35. A generalization of synthetic division and a general theorem of division of polynomials
36. The Origins of Pupils’ Awareness of Teachers’ Mathematics Pedagogical Values: Confucianism and Buddhism - Driven.
37. Practice Makes Perfect: A Key Belief in China.
38. From “Entering the Way” to “Exiting the Way”: In Search of a Bridge to Span “Basic Skills” and “Process Abilities”.
39. Perceptions of Mathematics and Mathematics Education in the Course of History - A Review of Western Perspectives.
40. Historical Topics as Indicators for the Existence of Fundamentals in Educational Mathematics.
41. From Wasan to Yozan.
42. A Traditional Aspect of Mathematics Education in Japan.
43. The wrong language.
44. An investigation and comparison on Chinese and English teachers' use of technology in teaching mathematics
45. Investigating Indonesian teachers' knowledge and use of ICT in mathematics teaching
46. Resource rooms as one of the alternatives in supporting children with learning difficulties in first cycle in the basic education in the Sultanate of Oman
47. Geometrical properties as assumptions in proofs in Japanese junior high mathematics textbooks
48. Competencies and Textbook Development:A Three-dimensional Content Model Enacted in the Danish Textbook Series Matematrix for Grades k-9
49. A Cross-Cultural Study on Teachers’ Use of Print and Digital Resources in Sweden, Finland, the USA, and Flanders : Some Methodological Challenges
50. Open tasks in Japanese textbooks: The case of geometry for lower secondary school
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