PMENA-37 2015-Nov-05 to 2015-Nov-09

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IDENTIFYING SIMILAR POLYGONS: COMPARING PROSPECTIVE TEACHERS’ ROUTINES WITH A MATHEMATICIAN’S
 Wang, Sasha.

IDENTIFYING SPACES FOR DIVERSE LEARNERS’ MULTIPLE MATHEMATICAL KNOWLEDGE BASES IN EXISTING CURRICULUM
 Harper, Frances., Najarro, Jr., Eduardo., Bartell, Tonya. and Drake, Corey.

IMPLEMENTING THE CORE TEACHING PRACTICES TO MAKE MATHEMATICAL THINKING VISIBLE USING STUDENT-GENERATED MODELS
 Suh, Jennifer., Seshaiyer, Padmanabhan., Apollon, Monique., Gerasimova, Daria., King, Lesley., Matson, Kathleen. and Petillo, Alice.

INSIGHTS ON THE RELATIONSHIPS BETWEEN MATHEMATICS KNOWLEDGE FOR TEACHERS AND CURRICULAR MATERIAL
 Preciado Babb, Armando., Metz, Martina., Sabbaghan, Soroush. and Davis, Brent.

INTEGER SUBTRACTION: STUDENT DIFFICULTIES AND IMPLICATIONS FOR INSTRUCTION
 Pettis, Christy. and Glancy, Aran.


INTENDED TREATMENTS OF FRACTIONS, FRACTION ASSIDITION AND SUBTRACTION IN MATHEMATICS CURRICULUM FROM JAPAN, KOREA, TAIWAN AND U.S.
 Son, Ji-Won., Lo, Jane-Jane. and Watanabe, Tad.

INVESTIGATING SECONDARY MATHEMATICS TEACHERS’ ATTITUDES TOWARD ALTERNATIVE COMMUNICATION PRACTICES WHILE DOING PROOFS IN GEOMETRY
 Dimmel, Justin. and Herbst, Patricio.

INVESTIGATION OF MATH TEACHERS’ CIRCLE THROUGH A ZONE THEORY LENS
 Karakok, Gulden. and White, Diana.
PMENA-37 2015-Nov-05 to 2015-Nov-09
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