Zobrazeno 1 - 10
of 26
pro vyhledávání: '"Despina A. Stylianou"'
Autor:
Despina A. Stylianou, Angela Murphy Gardiner, Eric J. Knuth, Ana C. Stephens, Maria Blanton, Susanne Strachota, Rena Stroud
Publikováno v:
Journal for Research in Mathematics Education. 52:332-348
This research focuses on the retention of students’ algebraic understandings 1 year following a 3-year early algebra intervention. Participants included 1,455 Grade 6 students who had taken part in a cluster randomized trial in Grades 3–5. The re
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b6d1d8ea02029f9aabe6bb51ab6c611f
https://doi.org/10.5951/jresematheduc-2020-0304
https://doi.org/10.5951/jresematheduc-2020-0304
Autor:
Rena Stroud, Eric J. Knuth, Lindsay Demers, Michael R. Cassidy, Angela Murphy Gardiner, Despina A. Stylianou, Ana C. Stephens
Publikováno v:
Infancia y Aprendizaje. 42:523-569
Guided by a theoretical framework emphasizing the importance of fidelity of implementation (FOI), this paper explores how teachers of grades 3, 4 and 5 implemented an early algebra interven...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c9b349e11a8feb71309b50b89010d3d5
https://doi.org/10.1080/02103702.2019.1604021
https://doi.org/10.1080/02103702.2019.1604021
Autor:
Gwendolyn Moffett, Despina A. Stylianou, Adrienne A. Smith, Daniel J. Heck, Courtney L. Plumley
Publikováno v:
Educational Studies in Mathematics. 102:319-342
Professional learning experiences (PLEs) provide teachers with opportunities to improve their understanding of mathematics content and teaching practices. However, PLEs are often conducted in person and in small groups—hence costly and localized. T
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::137631918effe9d53ddbc5ac365fb55f
https://doi.org/10.1007/s10649-019-09895-6
https://doi.org/10.1007/s10649-019-09895-6
Autor:
Maria Blanton, Rena Stroud, Isil Isler-Baykal, Ana C. Stephens, Angela Murphy Gardiner, Susanne Strachota, Eric J. Knuth, Despina A. Stylianou
Publikováno v:
American Educational Research Journal. 56:1930-1972
A cluster randomized trial design was used to examine the effectiveness of a Grades 3 to 5 early algebra intervention with a diverse student population. Forty-six schools in three school districts participated. Students in treatment schools were taug
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b961857f4411667ffd673d35aefeeacc
https://doi.org/10.3102/0002831219832301
https://doi.org/10.3102/0002831219832301
Autor:
Despina A. Stylianou
Publikováno v:
Handbook of Learning from Multiple Representations and Perspectives ISBN: 9780429443961
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5390d0df561ba53817a286956fb1512f
https://doi.org/10.4324/9780429443961-9
https://doi.org/10.4324/9780429443961-9
Autor:
Angela Murphy Gardiner, Eric J. Knuth, Maria Blanton, Rena Stroud, Despina A. Stylianou, Nicole L. Fonger, Isil Isler, Ana C. Stephens, Bárbaras M. Brizuela
Publikováno v:
Teaching and Learning Algebraic Thinking with 5-to 12-Year-Olds ISBN: 9783319683508
In this chapter , we discus s the algebra framework that guides our work and how this framework was enacted in the design of a curricular approach for systematically developing elementary-aged students’ algebraic thinking. We provide evidence that,
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::23b7cccb627ce1eb736e5ea56561dcc0
https://doi.org/10.1007/978-3-319-68351-5_2
https://doi.org/10.1007/978-3-319-68351-5_2
Publikováno v:
International Journal of Research in Undergraduate Mathematics Education. 1:91-134
This article presents the results from a study of 535 early undergraduate students at six universities that was designed to describe their views of the meaning of proof and how these views relate to their attitudes and beliefs towards proof and their
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::10c97ce005a839afbd27cc727742dc1a
https://doi.org/10.1007/s40753-015-0003-0
https://doi.org/10.1007/s40753-015-0003-0
Autor:
Despina A. Stylianou, Maria Blanton
Publikováno v:
The Journal of Mathematical Behavior. 34:76-98
This study uses a sociocultural perspective to examine the role of transactive reasoning in, whole-class discourse as undergraduate students learn to construct mathematical proofs. The research, setting is an undergraduate mathematics course with 30
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a6c427da936407f78f3b5ed055019743
https://doi.org/10.1016/j.jmathb.2014.02.001
https://doi.org/10.1016/j.jmathb.2014.02.001
Autor:
Rachel Lambert, Despina A. Stylianou
Publikováno v:
Mathematics Teaching in the Middle School. 18:500-506
cCognitively demanding tasks (CDT) (Stein et al. 2000) are necessary for the development of students’ mathematical reasoning skills. Research is unequivocal on the importance of giving students opportunities to engage in such tasks. Starting with t
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::95574f9fa103261af119f246290986ba
https://doi.org/10.5951/mathteacmiddscho.18.8.0500
https://doi.org/10.5951/mathteacmiddscho.18.8.0500
Autor:
Kara Imm, Despina A. Stylianou
Publikováno v:
The Journal of Mathematical Behavior. 31:130-148
Discourse has always been at the heart of teaching. In more recent years, the mathematics education community has also turned its attention towards understanding the role of discourse in mathematics teaching and learning. Using earlier classification
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::cccf5a3e879e4066df95b0c3a410d4bc
https://doi.org/10.1016/j.jmathb.2011.10.001
https://doi.org/10.1016/j.jmathb.2011.10.001