P-ISSN 1945-7502
E-ISSN 1945-7448
Vol. 9, Issue 1, 2016June 01, 2016 PDT
ccby-4.0
Moving All Students Towards Mathematical Success: Teachers’ Perceptions of Learning and Implementing Differentiating Instruction
Moving All Students Towards Mathematical Success: Teachers’ Perceptions of Learning and Implementing Differentiating Instruction
Articles in Vol. 9, Issue 1, 2016
Vol. 9, Issue 1, 2016
- Enhancing Students’ Mathematical Conjecturing and Justification in Third-Grade Classrooms: The Sum of Even/Odd NumbersPi-Jen LinWen-Huan Tsai
- Moving All Students Towards Mathematical Success: Teachers’ Perceptions of Learning and Implementing Differentiating InstructionEdel ReillyJoann Migyanka
- Anxiety Towards Teaching Mathematics and Science: Correlation, Prevalence, and IntensityFuchang Liu
- Primary Teachers’ Beliefs About Mathematics and Mathematics InstructionChew Cheng MengMunirah Ghazali
- The Impact of Erroneous Examples on Students’ Learning of Equation SolvingHong ZhaoEnid Acosta- Tello
- Student and Teacher Factors’ Impact on Fourth Grade Students’ Mathematics Achievement: An HLM Analysis of TIMSS 2007Hongryun WooMalik S. Henfield
- The Relationship Between HighSchool Mathematics Teachers’ Beliefs and Their Practices in Regards to Intellectual QualityJonathan L. BrendefurMichele B. Carney
- Pre-service Mathematics Teachers’ Technology Pedagogical Content Knowledge: An Investigation in ChinaTingyan ZhangLi Wang
Reilly, E., & Migyanka, J. (2016). Moving All Students Towards Mathematical Success: Teachers’ Perceptions of Learning and Implementing Differentiating Instruction. Journal of Mathematics Education, 9(1), 16–28.