P-ISSN 1945-7502
E-ISSN 1945-7448
Vol. 11, Issue 2, 2018July 01, 2018 PDT
The Effects of Using Manipulatives on Students’ Learning in Problem Posing: The Instructors’ Perspectives
The Effects of Using Manipulatives on Students’ Learning in Problem Posing: The Instructors’ Perspectives
Articles in Vol. 11, Issue 2, 2018
Vol. 11, Issue 2, 2018
- Searching for the Middle Zone of Chinese and American Mathematics Teaching Through Math CampsZhiqiang YuanGabriel Matney, Ph.D.
- Assessing United States and Chinese Secondary Mathematics Teachers’ Interest in Fractal GeometrySuanrong Chen
- The Effects of Using Manipulatives on Students’ Learning in Problem Posing: The Instructors’ PerspectivesHyunkyung KwonMary Margaret Capraro
- Supporting English Language Learners in the Mathematics Classroom in the United StatesXiang GongHang Gao
- Understanding Issues Associated With Tracking Students in Mathematics EducationCacey L. Wells
- Error Analysis of 8 Th Graders’ Reasoning and Proof of Congruent Triangles in ChinaZhiling WangShuhua AnZhifeng Wang
- Table of ContentsShuhua AnHong Zhao
Kwon, H., & Capraro, M. M. (2018). The Effects of Using Manipulatives on Students’ Learning in Problem Posing: The Instructors’ Perspectives. Journal of Mathematics Education, 11(2), 35–47. https://doi.org/10.26711/007577152790026