P-ISSN 1945-7502
E-ISSN 1945-7448
Vol. 2, Issue 1, 2009December 01, 2009 PDT
ccby-4.0
Guiding Mathematics Instruction Using Research-Based Evidence
Guiding Mathematics Instruction Using Research-Based Evidence
Articles in Vol. 2, Issue 1, 2009
Vol. 2, Issue 1, 2009
- Argumentation and Proving in Multicultural Classes: A Didactical Experience With Chinese and Italian StudentsBenedetto Di PaolaFilippo Spagnolo
- Survey and Analysis of the Statistical Reasoning Among High School Students in China and DutchWenfang WangXiaohui WangGuofang Chen
- Chinese Teachers’ Knowledge of Teaching Multi-digit DivisionShuhua An
- Study on Effect of Mathematics Teachers’ Pedagogical Content Knowledge on Mathematics TeachingMiao LiPing Yu
- Lesson Study: A Potential Driving Force Behind the Innovative Use of Geometer’s SketchpadLiew-Kee KorChap-Sam Lim
- Evaluating the Effectiveness and Insights of PreService Elementary Teachers’ Abilities to Construct Word Problems for Fraction MultiplicationFenqjen Luo
- Engaging In-service Teachers in Mathematical Problem-solving Activities During Professional Development ProgramsAsmamaw Yimer
- Assessment of Mathematics Education in ChinaRongbao Tu
- Mathematics Education Reform in Mainland China in the Past Sixty Years: Reviews and ForecastsMingchu Xie
- Concerning the New Mathematics Curriculum: The Pedagogical Content Knowledge of High School Mathematics TeachersLianhua Ning
- A Study on the Ability of Sixth Grade Students in Tibetan Areas to Solve Math ProblemsZhongxiong FanYonglin Xu
- Comparison and Analysis of Math Study Between Students of the Tuyao and Han Ethnic Groups in Hezhou CityZhi-Peng LiFucheng Tang
- A Study of Teaching Knowledge Development of a Chinese Senior-High School Math Teacher Based on One Class in Xinjiang ProvinceHonggen TianJun Yang
- Guiding Mathematics Instruction Using Research-Based EvidenceKaren Cicmanec
- Publication InformationZhonghe Wu
- Table of ContentsZhonghe Wu
Cicmanec, K. (2009). Guiding Mathematics Instruction Using Research-Based Evidence. Journal of Mathematics Education, 2(1), 180–182.