Zobrazeno 1 - 7
of 7
pro vyhledávání: '"Jo Clay Olson"'
Publikováno v:
The Journal of Mathematical Behavior. 32:69-82
The purpose of this study was to determine whether or not certain errors made when simplifying exponential expressions persist as students progress through their mathematical studies. College students enrolled in college algebra, pre-calculus, and fi
Autor:
Libby Knott, Jo Clay Olson
Publikováno v:
Educational Studies in Mathematics. 83:27-36
Not only are the problems teachers pose throughout their teaching of great importance but also the ways in which they use those problems make this a critical component of teaching. A problem-posing episode includes the problem setup, the statement of
Publikováno v:
PRIMUS. 21:732-751
An issue for many mathematics departments is the success rate of precalculus students. In an effort to increase the success rate, this quantitative study investigated how class size and teaching approach influenced student achievement and students' a
Publikováno v:
Mathematics Teaching in the Middle School. 15:386-391
Engineering principles and fun materials provide a context to help students develop their understanding of fractions, measurement, and scale factors.
Autor:
Jo Clay Olson
Publikováno v:
Journal for Research in Mathematics Education. 40:466-472
Inspirational stories about teachers who are able to transform students' lives pepper the literature (e.g., Ladson-Billings, 1994). Ladson-Billings described characteristics of culturally relevant teaching and then explored the stories of three teach
Autor:
Jo Clay Olson
Publikováno v:
Mathematics Teaching in the Middle School. 8:260-266
When i began teaching twenty-five years ago, the standards (NCTM 1989, 2000) did not exist and interdisciplinary connections were seldom made. My first opportunity to explore subject-area connections occurred when a science teacher commented on the i
Publikováno v:
Lesson Study Research and Practice in Mathematics Education ISBN: 9789048199402
The experiences of five U. S. elementary teachers who engaged in lesson study to investigate the teaching and learning of mathematics were quite different. Three teachers accepted the challenges highlighted by the lesson study process. They reflected
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::e9914bb1673cc41ac69e80024bb83a68
https://doi.org/10.1007/978-90-481-9941-9_4
https://doi.org/10.1007/978-90-481-9941-9_4