Zobrazeno 1 - 10
of 61
pro vyhledávání: '"WESTENSKOW, ARLA"'
Autor:
Moyer-Packenham, Patricia S., Lommatsch, Christina W., Litster, Kristy, Ashby, Jill, Bullock, Emma K., Roxburgh, Allison L., Shumway, Jessica F., Speed, Emily, Covington, Benjamin, Hartmann, Christine, Clarke-Midura, Jody, Skaria, Joel, Westenskow, Arla, MacDonald, Beth, Symanzik, Jürgen, Jordan, Kerry
Publikováno v:
In Computers in Human Behavior February 2019 91:316-332
Publikováno v:
The Journal of Education, 2017 Jan 01. 197(1), 1-9.
Externí odkaz:
https://www.jstor.org/stable/26612635
Autor:
Watts, Christina M., Moyer-Packenham, Patricia S., Tucker, Stephen I., Bullock, Emma P., Shumway, Jessica F., Westenskow, Arla, Boyer-Thurgood, Jennifer, Anderson-Pence, Katie, Mahamane, Salif, Jordan, Kerry
Publikováno v:
In Computers in Human Behavior November 2016 64:814-828
Publikováno v:
In Journal of Mathematical Behavior March 2016 41:45-67
Publikováno v:
Perspectives of the ASHA Special Interest Groups; October 2023, Vol. 1 Issue: 1 p118-127, 10p
Autor:
MOYER-PACKENHAM, PATRICIA, BAKER, JOSEPH, WESTENSKOW, ARLA, ANDERSON, KATIE, SHUMWAY, JESSICA, RODZON, KATI, JORDAN, KERRY
Publikováno v:
The Journal of Education, 2013 Jan 01. 193(2), 25-39.
Externí odkaz:
https://www.jstor.org/stable/24636944
Autor:
Westenskow, Arla
Publikováno v:
Turning dreams into reality: transformations and paradigm shifts in mathematics education. - Grahamstown: Rhodes University, 2011. - S. 370 - 375
Externí odkaz:
https://slub.qucosa.de/id/qucosa%3A1955
https://slub.qucosa.de/api/qucosa%3A1955/attachment/ATT-0/
https://slub.qucosa.de/api/qucosa%3A1955/attachment/ATT-0/
Publikováno v:
Turning dreams into reality: transformations and paradigm shifts in mathematics education. - Grahamstown: Rhodes University, 2011. - S. 236 - 241
Externí odkaz:
https://slub.qucosa.de/id/qucosa%3A1939
https://slub.qucosa.de/api/qucosa%3A1939/attachment/ATT-0/
https://slub.qucosa.de/api/qucosa%3A1939/attachment/ATT-0/
Publikováno v:
Teacher Education and Leadership Faculty Publications
Place value understanding requires the same activity that students use when developing fractional and algebraic reasoning, making this understanding foundational to mathematics learning. However, many students engage successfully in mathematics class
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=od______1459::ba406303c75ad1228e05590d072c2926
https://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=3401&context=teal_facpub
https://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=3401&context=teal_facpub
Publikováno v:
Issues in the Undergraduate Mathematics Preparation of School Teachers; Dec2019, Vol. 5, p1-14, 14p