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Статті в журналах з теми "Math teaching and learning"
Garnett, Katherine. "MATH LEARNING DISABILITIES: TEACHING AND LEARNERS." Journal of Reading, Writing, and Learning Disabilities International 3, no. 1 (January 1987): 1–8. http://dx.doi.org/10.1080/0748763870030102.
Повний текст джерелаMarco-Bujosa, Lisa. "Prospective Secondary Math Teachers Encountering STEM in a Methods Course: When Math is More Than “Just Math”." International Journal of Technology in Education 4, no. 2 (March 3, 2021): 247–86. http://dx.doi.org/10.46328/ijte.41.
Повний текст джерелаFigg, Candace, Anjali Khirwadkar, and Shannon Welbourn. "Making ‘Math Making’ Virtual." Brock Education Journal 29, no. 2 (September 4, 2020): 30. http://dx.doi.org/10.26522/brocked.v29i2.836.
Повний текст джерелаDivakaran, Anu. "Enhancing Math Learning Using Synchronous Online Teaching." Artha - Journal of Social Sciences 14, no. 1 (January 1, 2015): 27. http://dx.doi.org/10.12724/ajss.32.3.
Повний текст джерелаStoica, Adrian. "Using Math Projects in Teaching and Learning." Procedia - Social and Behavioral Sciences 180 (May 2015): 702–8. http://dx.doi.org/10.1016/j.sbspro.2015.02.181.
Повний текст джерелаOlsen, James R. "Five Keys for Teaching Mental Math." Mathematics Teacher 108, no. 7 (March 2015): 543–47. http://dx.doi.org/10.5951/mathteacher.108.7.0543.
Повний текст джерелаBuchler, Justin. "Teaching Quantitative Methodology to the Math Averse." PS: Political Science & Politics 42, no. 03 (June 26, 2009): 527–30. http://dx.doi.org/10.1017/s1049096509090842.
Повний текст джерелаZhong, Keyu, Qifang Luo, Yongquan Zhou, and Ming Jiang. "TLMPA: Teaching-learning-based Marine Predators algorithm." AIMS Mathematics 6, no. 2 (2021): 1395–442. http://dx.doi.org/10.3934/math.2021087.
Повний текст джерелаRumack, Aaron, and Rebecca Robichaux-Davis. "Making Math Social." Mathematics Teaching in the Middle School 24, no. 4 (January 2019): 196. http://dx.doi.org/10.5951/mathteacmiddscho.24.4.0196.
Повний текст джерелаAmbarini, Ririn, Arso Setyaji, and Sri Suneki. "Teaching Mathematics Bilingually for Kindergarten Students with Teaching Aids Based on Local Wisdom." English Language Teaching 11, no. 3 (February 1, 2018): 8. http://dx.doi.org/10.5539/elt.v11n3p8.
Повний текст джерелаДисертації з теми "Math teaching and learning"
Couch, Kathryn. "Math Teachers' Experiences Learning and Teaching Math." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2280.
Повний текст джерелаMcBryde, Joan Horton. "Assisting the learning disabled through the use of math manipulatives." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/670.
Повний текст джерелаJones, Nicole P. "Teachers' Theories of Teaching and Learning and the Use of Math Interventions." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3788.
Повний текст джерелаStrohmyer, Daniel. "Student Perceptions of Flipped Learning in a High School Math Classroom." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2178.
Повний текст джерелаGeorge, John H. "Preparing Math Deficient University Students for STEM Achievement and Sustainable Learning." Youngstown State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1369580586.
Повний текст джерелаZhen, Yongjian. "Improving students' math problem-solving skills in a computer-assisted learning environment." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1797.
Повний текст джерелаUnobskey, Arthur. "Driving a Rigorous Analysis and Implementation of Effective Teaching Practices by Middle School Math Teachers." Thesis, Boston College, 2009. http://hdl.handle.net/2345/626.
Повний текст джерелаOften educational researchers believe that the way to get teacher groups to improve their own teaching is to have them work in groups, share common assessments, look at the results, and choose the approach of the teacher who achieved the most success. Teachers, however, often resist this approach to identifying a "best practice" because it creates a competitive climate in which one teacher will be identified as the best. Conversations about teaching, when they do occur, thus often remain superficial. Teachers most often say to each other that they respect each other's approach; when they do disagree, they focus briefly on ideological differences and then move on to another topic before identifying the specific instructional techniques that work. This dynamic persists in all schools, but particularly in high performing schools in which most students are succeeding, teachers choose to avoid these difficult conversations and thus avoid close examination of their practices. This study examines a leadership project that strove to draw teachers into fruitful conversations about best practice by diminishing competitiveness within the group. Rather than asking them to compare student performance on common assessments, and identify the teacher whose students did the best, the Principal/Researcher focused teachers on the goal of establishing a common approach to teaching certain math topics. In order to find this common approach, teachers had to examine their practices very closely, adopting some new ones but keeping the ones that worked. Rather than the work of one teacher, the "best practice" that the group members chose was a synthesis of strong teaching methods from all members of the group
Thesis (EdD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration and Higher Education
Crespo, Sandra. "Math penpals as a context for learning to teach, a study of preservice teachers' learning." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0029/NQ27125.pdf.
Повний текст джерелаMonye, Joseph Ifeanyi. "Effects of Direct Instruction Common Core Math on Students With Learning Disabilities." Thesis, Walden University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10251535.
Повний текст джерелаU.S. students with learning disabilities’ math skills acquisition has been on the decline in recent years. Studies show that teachers using traditional methods of teaching math lack knowledge of task analysis, chunking, sequencing, mass practice, modeling, and repetition of instruction. These components of direct instruction or pedagogical activities are hallmarks of special education teaching and are collectively described as cognitive support pedagogy. The study evaluated direct instruction teaching strategies to teach Common Core math to middle school students with learning disabilities, to determine if the current downward trend in math skills acquisition amongst them can be reversed. The theoretical framework of this study was based on Watson’s theory of behavioral psychology as it applied to learning and teaching. The participants consisted of a convenience sample of students with learning disabilities. The study used a Solomon 4-group experimental design, in a series of two One-way ANOVAs to measure differences in math score by intervention for pretested and for non-pretested students, with one Factorial 2 X 2 ANOVA which measured for differences by interaction between pre-testing and intervention. Results of ANOVAs were significant at the α-levels of .05 (F (1,78) = 233.66 p < .001), indicating that significant differences existed in math scores of pre-tested students who received intervention and those who did not. The study is significant to teachers, curriculum developers, and instructional leaders because it is the first study of its kind to measure the outcomes of Common Core math using direct instruction and it points a way forward to creating positive social change by increasing students’ graduation rates and promoting students’ engagement in school and beyond.
Vacaretu, Ariana-Stanca. "Teaching and learning high school mathematics through an interdisciplinary approach." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-83141.
Повний текст джерелаКниги з теми "Math teaching and learning"
Clements, Douglas H., and Julie Sarama. Learning and Teaching Early Math. Third edition. | New York, NY : Routledge, 2021. |: Routledge, 2020. http://dx.doi.org/10.4324/9781003083528.
Повний текст джерелаMath learning wheels. New York: Scholastic Professional Books, 1998.
Знайти повний текст джерелаJulie, Sarama, ed. Learning and teaching early math: The learning trajectories approach. New York, NY: Routledge, 2009.
Знайти повний текст джерелаMath time: The learning environment. Norman, Okla: Educational Enrichment, 1997.
Знайти повний текст джерелаGriffiths, Rachel. Math makes sense: Teaching and learning in context. Portsmouth, NH: Heinemann, 1994.
Знайти повний текст джерелаMiller, Marcia K. Quick-and-easy learning games: Math. New York: Scholastic Professional Books, 1996.
Знайти повний текст джерелаTobin, Catherine D. HM math learning and study skills program. Edited by National Association of Secondary School Principals (U.S.) and National Council of Teachers of Mathematics. Reston, VA: National Association of Secondary School Principals, 1993.
Знайти повний текст джерелаCalculation station: Learning center projects for math. Torrance, Calif: Totline Publications, 1998.
Знайти повний текст джерелаMath learning centers for the primary grades. West Nyack, N.Y: Center for Applied Research in Education, 1992.
Знайти повний текст джерелаGurganus, Susan Perry. Math instruction for students with learning problems. Boston: Pearson/Allyn and Bacon, 2007.
Знайти повний текст джерелаЧастини книг з теми "Math teaching and learning"
Clements, Douglas H., and Julie Sarama. "Young Children and Mathematics Learning." In Learning and Teaching Early Math, 1–17. Third edition. | New York, NY : Routledge, 2021. |: Routledge, 2020. http://dx.doi.org/10.4324/9781003083528-1.
Повний текст джерелаClements, Douglas H., and Julie Sarama. "Geometric Measurement." In Learning and Teaching Early Math, 246–59. Third edition. | New York, NY : Routledge, 2021. |: Routledge, 2020. http://dx.doi.org/10.4324/9781003083528-10.
Повний текст джерелаClements, Douglas H., and Julie Sarama. "Geometric Measurement 1." In Learning and Teaching Early Math, 260–78. Third edition. | New York, NY : Routledge, 2021. |: Routledge, 2020. http://dx.doi.org/10.4324/9781003083528-11.
Повний текст джерелаClements, Douglas H., and Julie Sarama. "Other Content Domains." In Learning and Teaching Early Math, 279–302. Third edition. | New York, NY : Routledge, 2021. |: Routledge, 2020. http://dx.doi.org/10.4324/9781003083528-12.
Повний текст джерелаClements, Douglas H., and Julie Sarama. "Mathematical Processes and Practices." In Learning and Teaching Early Math, 303–11. Third edition. | New York, NY : Routledge, 2021. |: Routledge, 2020. http://dx.doi.org/10.4324/9781003083528-13.
Повний текст джерелаClements, Douglas H., and Julie Sarama. "Cognition, Affect, and Equity." In Learning and Teaching Early Math, 312–37. Third edition. | New York, NY : Routledge, 2021. |: Routledge, 2020. http://dx.doi.org/10.4324/9781003083528-14.
Повний текст джерелаClements, Douglas H., and Julie Sarama. "Early Childhood Mathematics Education." In Learning and Teaching Early Math, 338–57. Third edition. | New York, NY : Routledge, 2021. |: Routledge, 2020. http://dx.doi.org/10.4324/9781003083528-15.
Повний текст джерелаClements, Douglas H., and Julie Sarama. "Instructional Practices and Pedagogical Issues." In Learning and Teaching Early Math, 358–404. Third edition. | New York, NY : Routledge, 2021. |: Routledge, 2020. http://dx.doi.org/10.4324/9781003083528-16.
Повний текст джерелаClements, Douglas H., and Julie Sarama. "Quantity, Number, and Subitizing." In Learning and Teaching Early Math, 18–35. Third edition. | New York, NY : Routledge, 2021. |: Routledge, 2020. http://dx.doi.org/10.4324/9781003083528-2.
Повний текст джерелаClements, Douglas H., and Julie Sarama. "Verbal and Object Counting." In Learning and Teaching Early Math, 36–66. Third edition. | New York, NY : Routledge, 2021. |: Routledge, 2020. http://dx.doi.org/10.4324/9781003083528-3.
Повний текст джерелаТези доповідей конференцій з теми "Math teaching and learning"
Imas, Olga, Viktoriya Kaminskaya, and Anna Sherstneva. "Teaching math through blended learning." In 2015 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2015. http://dx.doi.org/10.1109/icl.2015.7318081.
Повний текст джерелаMbasu, Zachariah, Thomas Mawora, and David Stern. "Statistics in math camps." In Teaching Statistics in a Data Rich World. International Association for Statistical Education, 2017. http://dx.doi.org/10.52041/srap.17604.
Повний текст джерелаWidasari, Sri Rizqi, Rikrik Triwiaty, Kabia Nur Lestari, Diajeng Tyas Pinru Phytanza, and Arti Budiarti. "Cooperative Learning in Math Teaching for Students with Learning Difficulties." In 1st International Conference on Educational Sciences. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007052109930997.
Повний текст джерелаPapancheva, Rumyana. "DISCOVER AND EXPERIENCE MATH. DYNAMIC CLASSROOM MODEL APPLICATION IN TEACHING AND LEARNING PRIMARY SCHOOL MATH." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.2142.
Повний текст джерелаAl Hashlamoun, Nafeth. "ANALYSING THE TEACHING EXPERIENCES OF INSTRUCTORS USING ITUNESU WHEN TEACHING FOUNDATION MATH 020 CLASSES." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2289.
Повний текст джерелаCampos, Helena, and Ana Margarida Costa. "MATH MAGIC AS AN EDUCATIONAL RESOURCE IN TEACHING AND LEARNING MATHEMATICS." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1490.
Повний текст джерелаLa Fortuna, Annaletizia, Paola Morando, and Maria Luisa Spreafico. "HANDS-ON AND GAME-BASED ACTIVITIES FOR TEACHING MATH IN PRISON." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.0400.
Повний текст джерелаMalacká, Zuzana, and Iveta Ilavská. "2020, A CRITICAL YEAR FOR TEACHING OF MATH AT UNIVERSITY IN ŽILINA." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0948.
Повний текст джерелаPinto, Carla, Jorge Mendonça, Susana Nicola, and Lurdes Babo. "IMPACT OF A NEW TEACHING FRAMEWORK FOR MATH COURSES IN HIGHER EDUCATION." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.2561.
Повний текст джерелаTopin, Luiz Oscar, Regina Barwaldt, Bruna dos Santos Freitas, and Joelson Sartori. "The Use of Deep Learning to Support Math Teaching and Learning for the Blind." In 2019 8th Brazilian Conference on Intelligent Systems (BRACIS). IEEE, 2019. http://dx.doi.org/10.1109/bracis.2019.00076.
Повний текст джерелаЗвіти організацій з теми "Math teaching and learning"
Chen, Runying. Teaching Merchandising Math: Aligning Four Perspectives on Learning Environments. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-753.
Повний текст джерелаOlefirenko, Nadiia V., Ilona I. Kostikova, Nataliia O. Ponomarova, Liudmyla I. Bilousova, and Andrey V. Pikilnyak. E-learning resources for successful math teaching to pupils of primary school. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3266.
Повний текст джерелаBaird, Natalie, Tanushree Bharat Shah, Ali Clacy, Dimitrios Gerontogiannis, Jay Mackenzie, David Nkansah, Jamie Quinn, Hector Spencer-Wood, Keren Thomson, and Andrew Wilson. maths inside Resource Suite with Interdisciplinary Learning Activities. University of Glasgow, February 2021. http://dx.doi.org/10.36399/gla.pubs.234071.
Повний текст джерелаBilous, Vladyslav V., Volodymyr V. Proshkin, and Oksana S. Lytvyn. Development of AR-applications as a promising area of research for students. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4409.
Повний текст джерелаBerkhout, Emilie, Goldy Dharmawan, Amanda Beatty, Daniel Suryadarma, and Menno Pradhan. Who Benefits and Loses from Large Changes to Student Composition? Assessing Impacts of Lowering School Admissions Standards in Indonesia. Research on Improving Systems of Education (RISE), April 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/094.
Повний текст джерелаBerkhout, Emilie, Goldy Dharmawan, Amanda Beatty, Daniel Suryadarma, and Menno Pradhan. Who Benefits and Loses from Large Changes to Student Composition? Assessing Impacts of Lowering School Admissions Standards in Indonesia. Research on Improving Systems of Education (RISE), April 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/094.
Повний текст джерелаKopot, Caroline, and Jaleesa Reed. Teaching Retail Math to Generation Z: A Student-Centered Approach to Retail Math. Ames (Iowa): Iowa State University. Library, January 2019. http://dx.doi.org/10.31274/itaa.8364.
Повний текст джерелаGriffiths, Rebecca, Matthew Chingos, and Christine Mulhern. Can Online Learning Improve College Math Readiness? New York: Ithaka S+R, December 2015. http://dx.doi.org/10.18665/sr.275477.
Повний текст джерелаGries, David, and Fred B. Schneider. Teaching Math More Effectively, Through the Design of Calculational Proofs. Fort Belvoir, VA: Defense Technical Information Center, March 1994. http://dx.doi.org/10.21236/ada278226.
Повний текст джерелаLaptinova, Yuliia. Unplugging in Language Learning and Teaching. Intellectual Archive, February 2020. http://dx.doi.org/10.32370/iaj.2280.
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