Artykuły w czasopismach na temat „Commognitive analysis”
Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych
Sprawdź 29 najlepszych artykułów w czasopismach naukowych na temat „Commognitive analysis”.
Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.
Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.
Przeglądaj artykuły w czasopismach z różnych dziedzin i twórz odpowiednie bibliografie.
Rossydha, Faula, Toto Nusantara i Sukoriyanto Sukoriyanto. "Commognitive Siswa dalam Menyelesaikan Masalah Persamaan Linier Satu Variabel". Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan 6, nr 1 (30.01.2021): 1. http://dx.doi.org/10.17977/jptpp.v6i1.14367.
Pełny tekst źródłaZayyadi, Moh, Toto Nusantara i Harfin Lanya. "The commognitive perspective of teaching skills of prospective mathematics teachers in microteaching subjects". Jurnal Elemen 8, nr 1 (6.01.2022): 43–54. http://dx.doi.org/10.29408/jel.v8i1.4129.
Pełny tekst źródłaZayyadi, Moh, Lutfiyah Lutfiyah i Enditiyas Pratiwi. "Analisis Commognitive Siswa dalam Menyelesaikan Soal Non Rutin". Jurnal Axioma : Jurnal Matematika dan Pembelajaran 8, nr 1 (13.04.2023): 22–36. http://dx.doi.org/10.56013/axi.v8i1.1990.
Pełny tekst źródłaEt. al., Lili Supardi,. "Commognitive Analysis Of Students' Errors In Solving High Order Thinking Skills Problems". Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, nr 6 (10.04.2021): 950–61. http://dx.doi.org/10.17762/turcomat.v12i6.2373.
Pełny tekst źródłaHalim, D., S. Nurhidayati, M. Zayyadi, H. Lanya i S. I. Hasanah. "Commognitive analysis of the solving problem of logarithm on mathematics prospective teachers". Journal of Physics: Conference Series 1663 (październik 2020): 012002. http://dx.doi.org/10.1088/1742-6596/1663/1/012002.
Pełny tekst źródłaIoannou, Marios. "Commognitive analysis of undergraduate mathematics students’ first encounter with the subgroup test". Mathematics Education Research Journal 30, nr 2 (9.08.2017): 117–42. http://dx.doi.org/10.1007/s13394-017-0222-6.
Pełny tekst źródłaViirman, Olov. "Explanation, motivation and question posing routines in university mathematics teachers' pedagogical discourse: a commognitive analysis". International Journal of Mathematical Education in Science and Technology 46, nr 8 (27.04.2015): 1165–81. http://dx.doi.org/10.1080/0020739x.2015.1034206.
Pełny tekst źródłaWeingarden, Merav, i Einat Heyd-Metzuyanim. "What Can the Realization Tree Assessment Tool Reveal About Explorative Classroom Discussions?" Journal for Research in Mathematics Education 54, nr 2 (marzec 2023): 97–117. http://dx.doi.org/10.5951/jresematheduc-2020-0084.
Pełny tekst źródłaMudaly, Vimolan, i Sihlobosenkosi Mpofu. "LEARNERS’ VIEWS ON ASYMPTOTES OF A HYPERBOLA AND EXPONENTIAL FUNCTION: A COMMOGNITIVE APPROACH". Problems of Education in the 21st Century 77, nr 6 (6.12.2019): 734–44. http://dx.doi.org/10.33225/pec/19.77.734.
Pełny tekst źródłaPratiwi, Enditiyas, Toto Nusantara, Susiswo Susiswo i Makbul Muksar. "Routines’ errors when solving mathematics problems cause cognitive conflict". International Journal of Evaluation and Research in Education (IJERE) 11, nr 2 (1.06.2022): 773. http://dx.doi.org/10.11591/ijere.v11i2.21911.
Pełny tekst źródłaLefrida, Rita, Tatag Yuli i Agung Lukito. "Process-Oriented Routines of Students in Heterogeneous Field Dependent-Independent Groups: A Commognitive Perspective on Solving Derivative Tasks". European Journal of Educational Research 10, nr 4 (15.10.2021): 2017–32. http://dx.doi.org/10.12973/eu-jer.10.4.2017.
Pełny tekst źródłaLefrida, Rita, Tatag Yuli i Agung Lukito. "Process-Oriented Routines of Students in Heterogeneous Field Dependent-Independent Groups: A Commognitive Perspective on Solving Derivative Tasks". European Journal of Educational Research 10, nr 4 (15.10.2021): 2017–32. http://dx.doi.org/10.12973/eu-jer.10.4.2017.
Pełny tekst źródłaBaek, Seungju. "Analysis of Discourse Changes due to the Introduction of Irrational Numbers in School Mathematics: Focusing on the Historical Significance of Incommensurability in Mathematics". Korean Society of Educational Studies in Mathematics - Journal of Educational Research in Mathematics 33, nr 4 (30.11.2023): 1041–64. http://dx.doi.org/10.29275/jerm.2023.33.4.1041.
Pełny tekst źródłaAKÇAKOCA, Tuba, Gönül YAZGAN SAĞ i Ziya ARGÜN. "Rituals and Explorations in Students’ Mathematical Discourses: The Case of Polynomial Inequalities". Participatory Educational Research 11, nr 1 (26.12.2023): 178–97. http://dx.doi.org/10.17275/per.24.11.11.1.
Pełny tekst źródłaÇelebi, Emine Gül. "Exploring Mathematics Teachers’ Noticing as Pedagogical Discourse Through an Adapted Lesson Study". Journal of Education and Learning 12, nr 5 (20.07.2023): 150. http://dx.doi.org/10.5539/jel.v12n5p150.
Pełny tekst źródłaRoble, Dennis B., i Cherry Mae P. Casinillo. "Comparison of At-risk Students’ Mathematical Commognition in Geometry based on their Personal Attributes". Canadian Journal of Family and Youth / Le Journal Canadien de Famille et de la Jeunesse 14, nr 3 (11.04.2022): 187–97. http://dx.doi.org/10.29173/cjfy29796.
Pełny tekst źródłaKang, Suyoung, i Bomi Shin. "An Analysis of middle school students’ deductive reasoning in proof lessons: Focused on commognition perspective16)". Journal of Curriculum and Evaluation 25, nr 1 (luty 2022): 143–72. http://dx.doi.org/10.29221/jce.2022.25.1.143.
Pełny tekst źródłaNisa, Z., A. Lukito i Masriyah. "Students Mathematical Discourse Analysis by Commognition Theory in Solving Absolute Value Equation". Journal of Physics: Conference Series 1808, nr 1 (1.03.2021): 012065. http://dx.doi.org/10.1088/1742-6596/1808/1/012065.
Pełny tekst źródłaNardi, Elena, Andreas Ryve, Erika Stadler i Olov Viirman. "Commognitive analyses of the learning and teaching of mathematics at university level: the case of discursive shifts in the study of Calculus". Research in Mathematics Education 16, nr 2 (4.05.2014): 182–98. http://dx.doi.org/10.1080/14794802.2014.918338.
Pełny tekst źródłaAcevedo-Arango, David, Jhony Alexander Villa-Ochoa i Difariney González-Gómez. "Correspondence between Professional Learning Expectations and Learning Opportunities in Financial Management Textbooks". Education Sciences 13, nr 1 (23.12.2022): 15. http://dx.doi.org/10.3390/educsci13010015.
Pełny tekst źródłaLu, Jijian, Yuwei Zhang i Yangjie Li. "Visual analysis of commognitive conflict in collaborative problem solving in classrooms". Frontiers in Psychology 14 (20.12.2023). http://dx.doi.org/10.3389/fpsyg.2023.1216652.
Pełny tekst źródłaBarnett, Janet Heine. "Primary source projects as textbook replacements: a commognitive analysis". ZDM – Mathematics Education, 5.08.2022. http://dx.doi.org/10.1007/s11858-022-01401-2.
Pełny tekst źródłaWeingarden, Merav, i Orly Buchbinder. "Teacher learning to teach mathematics via reasoning and proving: a discursive analysis of lesson plans modifications". Frontiers in Education 8 (25.08.2023). http://dx.doi.org/10.3389/feduc.2023.1154531.
Pełny tekst źródłaKontorovich, Igor’, i Sina Greenwood. "From Collaborative Construction, Through Whole-Class Presentation, to a Posteriori Reflection: Proof Progression in a Topology Classroom". International Journal of Research in Undergraduate Mathematics Education, 2.06.2023. http://dx.doi.org/10.1007/s40753-023-00217-z.
Pełny tekst źródłaViirman, Olov. "University Mathematics Lecturing as Modelling Mathematical Discourse". International Journal of Research in Undergraduate Mathematics Education, 24.03.2021. http://dx.doi.org/10.1007/s40753-021-00137-w.
Pełny tekst źródłaKontorovich, Igor’, i Tikva Ovadiya. "How narratives about the secondary-tertiary transition shape undergraduate tutors’ sense-making of their teaching". Educational Studies in Mathematics, 9.03.2023. http://dx.doi.org/10.1007/s10649-023-10211-6.
Pełny tekst źródłaValenta, Anita, Kirsti Rø i Sigrid Iversen Klock. "A framework for reasoning in school mathematics: analyzing the development of mathematical claims". Educational Studies in Mathematics, 20.03.2024. http://dx.doi.org/10.1007/s10649-024-10309-5.
Pełny tekst źródłaChan, Man Ching Esther, Josephine Moate, David Clarke, Ross Cunnington, Javier Díez-Palomar, Marita Friesen, Eeva Haataja i in. "Learning research in a laboratory classroom: a reflection on complementarity and commensurability among multiple analytical accounts". ZDM – Mathematics Education, 4.02.2022. http://dx.doi.org/10.1007/s11858-022-01330-0.
Pełny tekst źródłaKontorovich, Igor’, i Kim Locke. "The Area Enclosed by a Function Is Not Always the Definite Integral: Relearning Through Collaborative Transitioning Within a Learning-Support Module". Digital Experiences in Mathematics Education, 23.11.2022. http://dx.doi.org/10.1007/s40751-022-00116-z.
Pełny tekst źródła