Zobrazeno 1 - 10
of 19
pro vyhledávání: '"Diana Wearne"'
Autor:
Judith Sowder, Diana Wearne
Publikováno v:
Mathematics Teaching in the Middle School. 11:285-293
The national assessment of Educational Progress (NAEP) is used by the federal government and by states to gauge achievement in several subject areas, including mathematics. The results of the NAEP tests in mathematics at the eighth grade are used her
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::65c88061eb3cdb55592f3b0a5a7a44ad
https://doi.org/10.5951/mtms.11.6.0285
https://doi.org/10.5951/mtms.11.6.0285
Autor:
Hilary Hollingsworth, Helen Garnier, Alfred Manaster, Margaret Smith, Jennifer Jacobs, James W. Stigler, Diana Wearne, James Hiebert, Karen B. Givvin, Ronald Gallimore
Publikováno v:
Educational Evaluation and Policy Analysis. 27:111-132
The Third International Mathematics and Science Study (TIMSS) 1999 Video Study examined eighth-grade mathematics teaching in the United States and six higher-achieving countries. A range of teaching systems were found across higher-achieving countrie
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::223224289de42e649f6fac579d510a03
https://doi.org/10.3102/01623737027002111
https://doi.org/10.3102/01623737027002111
Autor:
James W. Stigler, Margaret Smith, Helen Gamier, Wallace Etterbeek, Carl Manaster, Nicole B. Kersting, Angel Miu-Ying Chui, Diana Wearne, Ronald Gallimore, Karen B. Givvin, Jennifer Jacobs, Ellen Tseng, Patrick Gonzales, Hilary Hollingsworth, Alfred Manaster, James Hiebert
Publikováno v:
Phi Delta Kappan. 84:768-775
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8aab8a7b06e05301bef7bf6e3c7dcbdb
https://doi.org/10.1177/003172170308401011
https://doi.org/10.1177/003172170308401011
Publikováno v:
Journal of Mathematics Teacher Education. 1:217-236
We describe the way in which 12 primary-grade teachers responded to reform-minded teaching of multidigit addition and subtraction. Three teachers were hired to deliver 6–12 weeks of specially designed instruction; the other 9 teachers observed this
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ffc1649a697eaf8845f34eb69696d92a
https://doi.org/10.1023/a:1009944923609
https://doi.org/10.1023/a:1009944923609
Autor:
Elizabeth Fennema, Karen C. Fuson, Alwyn Olivier, Pieter G. Human, Thomas P. Carpenter, Hanlie Murray, Diana Wearne, James Hiebert
Publikováno v:
Journal for Research in Mathematics Education. 28:130-162
Researchers from 4 projects with a problem-solving approach to teaching and learning multidigit number concepts and operations describe (a) a common framework of conceptual structures children construct for multidigit numbers and (b) categories of me
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::2c454a0a0223683c14c05600ec22bda9
https://doi.org/10.5951/jresematheduc.28.2.0130
https://doi.org/10.5951/jresematheduc.28.2.0130
Autor:
James Hiebert, Diana Wearne
Publikováno v:
Cognition and Instruction. 14:251-283
We traced the emerging relations between children's understanding of multidigit numbers and their computational skill and investigated how instruction influenced these relations. We followed about 70 children over the first 3 years of school while th
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::cb7eaf11c5e6cb99d1f831da84f30ceb
https://doi.org/10.1207/s1532690xci1403_1
https://doi.org/10.1207/s1532690xci1403_1
Autor:
Hanlie Murray, Diana Wearne, Elizabeth Fennema, Thomas P. Carpenter, Alwyn Olivier, Piet Human, Karen C. Fuson, James Hiebert
Publikováno v:
Educational Researcher. 25:12-21
We argue that reform in curriculum and instruction should be based on allowing students to problematize the subject. Rather than mastering skills and applying them, students should be engaged in resolving problems. In mathematics, this principle fits
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c4017501641caea37d4b4fe9270278dc
https://doi.org/10.3102/0013189x025004012
https://doi.org/10.3102/0013189x025004012
Autor:
Diana Wearne, James Hiebert
Publikováno v:
American Educational Research Journal. 30:393-425
To investigate relationships between teaching and learning mathematics, the six second-grade classrooms in one school were observed regularly during the 12 weeks of instruction on place value and multidigit addition and subtraction. Two classrooms im
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5ac177a2ea576bc7dff6a736b5dac316
https://doi.org/10.3102/00028312030002393
https://doi.org/10.3102/00028312030002393
Autor:
Diana Wearne, James Hiebert
Publikováno v:
Journal for Research in Mathematics Education. 23:98-122
Conceptually based instruction on place value and two-digit addition and subtraction without regrouping was provided in four first-grade classrooms, and more conventional textbook-based instruction was provided in two first-grade classrooms. An obser
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::4af14a556fd3ba5f777201a2cf268d9b
https://doi.org/10.5951/jresematheduc.23.2.0098
https://doi.org/10.5951/jresematheduc.23.2.0098
Publikováno v:
The Elementary School Journal. 91:321-341
1 classroom of 25 low-achieving fourth graders was introduced to decimal fractions during an 11-day unit that emphasized conceptual features of decimals. Students' understandings were assessed 4 times during instruction by individually interviewing 8
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::19a118e493cfff2e102a64f4a13de63d
https://doi.org/10.1086/461658
https://doi.org/10.1086/461658