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Journal für Mathematik-Didaktik最新文献

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Orchestrating productive classroom talk in Swiss second grade mathematics classrooms 在瑞士二年级数学课堂中组织富有成效的课堂谈话
Journal für Mathematik-Didaktik Pub Date : 2023-08-02 DOI: 10.1007/s13138-023-00224-2
Christian Rüede, Christine Streit, Sog Yee Mok, Rahel Laubscher
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引用次数: 0
Posing and Solving Modelling Problems—Extending the Modelling Process from a Problem Posing Perspective 提出和解决建模问题——从问题提出的角度扩展建模过程
Journal für Mathematik-Didaktik Pub Date : 2023-07-05 DOI: 10.1007/s13138-023-00223-3
Luisa-Marie Hartmann, Janina Krawitz, S. Schukajlow
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引用次数: 1
Children with Mathematical Learning Difficulties—How Do Their Working Memory Skills Differ from Typically Developing First Graders? 有数学学习困难的儿童-他们的工作记忆技能与正常发展的一年级学生有何不同?
Journal für Mathematik-Didaktik Pub Date : 2023-06-26 DOI: 10.1007/s13138-023-00222-4
K. Winkel, Isabell Zipperle
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引用次数: 0
Multilingual Meaning Making—An Explorative Study of German-Turkish Learners’ Translanguaging Processes Regarding the Part-Whole-Concept 多语意义生成——德语-土耳其语学习者“部分-整体-概念”译语过程的探究
Journal für Mathematik-Didaktik Pub Date : 2023-04-26 DOI: 10.1007/s13138-023-00219-z
T. Kuzu
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引用次数: 0
Zur Erarbeitung des Teile-Ganzes-Konzepts im mathematischen Anfangsunterricht: Welche Lerngelegenheiten bieten Schulbücher für die erste Klasse? 为了在数学上揭示“分阶段”概念:什么机会可以为头等舱的教材提供呢?
Journal für Mathematik-Didaktik Pub Date : 2023-02-24 DOI: 10.1007/s13138-023-00218-0
Katja Lenz, G. Wittmann
{"title":"Zur Erarbeitung des Teile-Ganzes-Konzepts im mathematischen Anfangsunterricht: Welche Lerngelegenheiten bieten Schulbücher für die erste Klasse?","authors":"Katja Lenz, G. Wittmann","doi":"10.1007/s13138-023-00218-0","DOIUrl":"https://doi.org/10.1007/s13138-023-00218-0","url":null,"abstract":"","PeriodicalId":258134,"journal":{"name":"Journal für Mathematik-Didaktik","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121099683","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Das Beurteilen von Lernprodukten als Facette diagnostischer Kompetenz fördern 鼓励将学习产品在诊断能力的多方面表现加以评估
Journal für Mathematik-Didaktik Pub Date : 2022-12-02 DOI: 10.1007/s13138-022-00216-8
A. Eichler, Elisabeth Rathgeb-Schnierer, Jan Philipp Volkmer
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引用次数: 0
Von Baumdiagrammen über Doppelbäume zu Häufigkeitsnetzen – kognitive Überlastung oder didaktische Unterstützung? 从树林里找双树成双树的图表到复杂网络的接力增加还是教学的支持?
Journal für Mathematik-Didaktik Pub Date : 2022-12-01 DOI: 10.1007/s13138-022-00215-9
K. Binder, Nicole Steib, S. Krauss
{"title":"Von Baumdiagrammen über Doppelbäume zu Häufigkeitsnetzen – kognitive Überlastung oder didaktische Unterstützung?","authors":"K. Binder, Nicole Steib, S. Krauss","doi":"10.1007/s13138-022-00215-9","DOIUrl":"https://doi.org/10.1007/s13138-022-00215-9","url":null,"abstract":"","PeriodicalId":258134,"journal":{"name":"Journal für Mathematik-Didaktik","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126407774","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Prospective Teachers’ Diagnostic Thinking on Students’ Understanding of Multi-Digit Multiplication: A Content-Related Analysis on Unpacking of Knowledge Elements 准教师对学生数位乘法理解的诊断性思考——基于知识要素拆封的内容分析
Journal für Mathematik-Didaktik Pub Date : 2022-11-29 DOI: 10.1007/s13138-022-00214-w
Jennifer Dröse, Susanne Prediger
{"title":"Prospective Teachers’ Diagnostic Thinking on Students’ Understanding of Multi-Digit Multiplication: A Content-Related Analysis on Unpacking of Knowledge Elements","authors":"Jennifer Dröse, Susanne Prediger","doi":"10.1007/s13138-022-00214-w","DOIUrl":"https://doi.org/10.1007/s13138-022-00214-w","url":null,"abstract":"","PeriodicalId":258134,"journal":{"name":"Journal für Mathematik-Didaktik","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116588790","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Shared Picture Book Reading in Early Mathematics: a Systematic Literature Review 早期数学中的共享绘本阅读:系统的文献综述
Journal für Mathematik-Didaktik Pub Date : 2022-11-25 DOI: 10.1007/s13138-022-00217-7
Emke op ‘t Eynde, F. Depaepe, L. Verschaffel, Joke Torbeyns
{"title":"Shared Picture Book Reading in Early Mathematics: a Systematic Literature Review","authors":"Emke op ‘t Eynde, F. Depaepe, L. Verschaffel, Joke Torbeyns","doi":"10.1007/s13138-022-00217-7","DOIUrl":"https://doi.org/10.1007/s13138-022-00217-7","url":null,"abstract":"","PeriodicalId":258134,"journal":{"name":"Journal für Mathematik-Didaktik","volume":"os-23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127765244","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Sensitivity to Sample Size in the Context of the Empirical Law of Large Numbers: Comparing the Effectiveness of Three Approaches to Support Early Secondary School Students 实证大数定律背景下对样本量的敏感性:比较三种方法对初中生的支持效果
Journal für Mathematik-Didaktik Pub Date : 2022-10-17 DOI: 10.1007/s13138-022-00213-x
D. Sommerhoff, Simon Weixler, Christina Hamedinger
{"title":"Sensitivity to Sample Size in the Context of the Empirical Law of Large Numbers: Comparing the Effectiveness of Three Approaches to Support Early Secondary School Students","authors":"D. Sommerhoff, Simon Weixler, Christina Hamedinger","doi":"10.1007/s13138-022-00213-x","DOIUrl":"https://doi.org/10.1007/s13138-022-00213-x","url":null,"abstract":"","PeriodicalId":258134,"journal":{"name":"Journal für Mathematik-Didaktik","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122581105","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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