Towards and understanding of numerical workplace knolwedge (English)
- New search for: Kanes, C.
- New search for: Mathematics Education Research Group of Australasia (MERGA)
- New search for: Kanes, C.
- New search for: Biddulph, F.
- New search for: Carr, K.
- New search for: Mathematics Education Research Group of Australasia (MERGA)
In:
Mathematics Education Research Group of Australasia
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263-270
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1997
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ISBN:
- Conference paper / Print
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Title:Towards and understanding of numerical workplace knolwedge
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Contributors:
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Conference:Annual conference; 20th, Mathematics Education Research Group of Australasia ; 1997 ; Rotorua; New Zealand
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Published in:
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Publisher:
- New search for: MERGA
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Publication date:1997-01-01
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Size:8 pages
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Remarks:Described as proceedings. Theme title: "He Tangata, he tangata, he tangata" is Maori for "Tis people, tis people, tis people"
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ISBN:
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Type of media:Conference paper
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Type of material:Print
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Language:English
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Keywords:
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Source:
© Metadata Copyright the British Library Board and other contributors. All rights reserved.
Table of contents conference proceedings
The tables of contents are generated automatically and are based on the data records of the individual contributions available in the index of the TIB portal. The display of the Tables of Contents may therefore be incomplete.
- 1
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...I do and I understand, and then I forget: The role of memory in mathematics educationKnight, G. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 6
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Missed opportunities in research on the teaching and learning of data and chanceShaughnessy, J. M. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 23
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Do disadvantaged students fail mathematics or does mathematics fail disadvantaged students?Zevenbergen, R. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 39
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Seventh-grade students' problem posing from open-ended situationsEnglish, L. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 50
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Teachers' reported use of problem solving teaching strategies in primary mathematics classroomsAnderson, J. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 58
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Students' and lecturers' perceptions of factors influencing students' success in first-year undergraduate mathematics coursesAnthony, G. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 65
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The construction of personal theory on gender and mathematics: Nine case studies of women primary teacher traineesAtweh, B. / Burnett, L. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 72
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A different system: Notions of education and ways of mathematising in Fijian societyBakalevu, S. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 81
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Student error patterns in fraction and decimal conceptsBana, J. / Farrell, B. / McIntosh, A. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 88
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The implication of multiplicative structure for students' understanding of decimal-number numerationBaturo, A. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 96
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Researching cultural issues with NESB secondary mathematics students: "In my country it is more difficult"Bishop, A. / Leder, G. / Brew, C. / Pearn, C. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 103
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Monitoring change in attitude or preservice teachers towards mathematics and technology: A longitudinal studyBobis, J. / Cusworth, R. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 109
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Do algebraic skills improve with higher learning?Boustead, T. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 116
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The resolution of uncertainty in mathematics classroomsClarke, D. / Helme, S. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 124
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Is an equilateral triangle isosceles? Student perspectivesCurrie, P. / Pegg, J. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 132
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What is the object of the encapsulation of a process?Davis, G. / Tall, D. / Thomas, M. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 140
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The effect of instruction on students' generation of diagramsDiezmann, C. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 147
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Year 8, 9 and 10 students' understanding and access of percent knowledgeDole, S. / Cooper, T. / Baturo, A. / Conoplia, Z. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 155
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Pencil-and-paper mathematics tests under the microscopeEllerton, N. / Clements, K. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 163
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Mathematics in the vocational education and training sector: A case studyFitzSimons, G. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 170
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The University of Melbourne's mathematics students: Who are they? Why are they here? Will they stay?Forgaz, H. / Swedosh, P. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 177
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Relational word problems: A cross-cultural comparisonGalligan, L. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 184
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The effectiveness of a professional development program based on action researchGallos, F. / Herrington, T. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 192
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Students' orientations to learning statistics - Profiles of experienceGordon, S. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 200
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Constructing initial algebraic understanding: An initial framework and proposed analysisHarris, E. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 208
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Do they understand what we mean?: Assessment and communicationHartnall, D. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 216
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Improving understanding in integration with the computerYe Yoon Hong / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 224
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Professionalism and change in secondary mathematicsHorwood, J. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 231
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Secondary mathematics teacher beliefs about the learning and teaching of mathematicsHoward, P. / Perry, B. / Lindsay, M. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 239
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The role of whole number knowledge in rational number learningHunting, R. / Davis, G. / Pearn, C. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 247
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What conflicts help students learn about decimals?Irwin, K. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 255
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Students' thinking and writing in the context of probabilityJohnson, T. / Jones, G. / Thorton, C. / Langrall, C. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 263
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Towards and understanding of numerical workplace knolwedgeKanes, C. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 271
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Area integration rulesKidman, G. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 278
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Problem solving in algebra: ability grouping, affective factors and gender differencesKota, S. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 286
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Access to level of mathematics study in high school: Social area and school differencesLamb, S. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 294
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An evaluation of two coding systems in determining van Hiele levelsLawrie, C. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 302
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Looking back towards the future: A case study in mathematicsLeder, G. / Forgasz, H. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 310
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Young children's knowledge of three-dimensional shapes: Four case studiesLeeson, N. / Stewart, R. / Wright, R. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 317
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Effect of the different syntactic structures of English and Chinese in simple algebraic problemsLopez-Real, F. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 324
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Assessing number sense: Collaborative initiatives in Australia, United States, Sweden and TaiwanMcIntosh, A. / Bana, J. / Farrell, B. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 331
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Choosing or avoiding mathematics at the upper-secondary school level: Some significant factorsMalone, J. / Cavanah, R. / Webster, B. / Dekkers, J. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 337
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Adult learning in an industrial settingMartin, P. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 344
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Graphs: Communication lines to students?Moritz, J. / Watson, J. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 352
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Using videotapes in classroom research to see anewMousley, J. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 361
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Second graders' representations and conceptual under-standing of number: A longitudinal studyMulligan, J. / Mitchelmore, M. / Outbred, L. / Russell, S. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 369
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Cooperative professional development for mathematics teachers: A case studyNisbet, S. / Dole, S. / Warren, E. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 376
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Problem solving in kindergarten: The development of children's representations of numerical situationsOuthred, L. / Sardelich, S. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 384
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Attitude and attribution in mathematics: Gender factors with low achieversPeard, R. / Wiley, P. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 391
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Broadening the descriptors of van Hieles' levels 2 & 3Pegg, J. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 397
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The relationship between the place value understanding of seven-year-old children and the strategies that they use to solve written addition problemsPeters, S. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 406
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Statistical thinking: One statistician's perspectivePfannkuch, M. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 414
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Computer manipulatives as a source of unique possibilities for teaching place valuePrice, P. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 422
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Teacher presence as a variable in research into students mathematical decision-makingPrice, P. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 429
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The effects of a computer algebra system on the learning of, and attitudes towards, mathematics amongst engineering students in Papua New GuineaRaj, L. / Malone, J. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 436
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A report of research into student attitude and teacher- student interpersonal behaviour in a large sample of Australian secondary mathematics classroomsRickards, T. / Fisher, D. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 443
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The three selves of the prospective primary school teacher of mathematics: An Australian case studySchuck, S. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 450
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In symmetry is the left the same as the right or is the left out?Shaw, P. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 456
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A further development of a theoretical framework for research into values in mathematics educationSouthwell, B. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 464
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Should all children use calculators? A Western Australian surveySparrow, L. / Swan, P. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 470
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Developing tasks to assess mathematical performanceStephens, M. / Sullivan, P. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 477
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Links between early arithmetical knowledge and early space and measurement knowledge: An exploratory studyStewart, R. / Leeson, N. / Wright, R. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 484
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Cooperative learning in secondary mathematics: A quantitative reviewSuri, H. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 492
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Mathematical misconceptions - Can we eliminate them?Swedosh, P. / Clark, J. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 500
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Story weaving: A process for critical collaborative professional developmentTaylor, M. / Cowie, B. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 505
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The politics of mathematics education 1997Thomas, J. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 513
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Secondary school mathematics teachers' views of assessment: Some insights from the CaribbeanTrotman, S. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 522
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The introduction of probability into Australian schools interpreted within a broad-spectrum ecological frameworkTruran, J. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 530
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Understanding of association and regression by first year economics students from two different countries as revealed in responses to the same examination questionsTruran, J. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 538
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Beliefs about teaching stochastics held by primary pre-service teaching studentsTruran, K. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 546
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Greeks and nerds: Computers, gender and the mathematics classroomVale, C. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 553
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The problem of the `real' in curriculum implementationWalshaw, M. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 560
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Generalising from and transferring between algebraic representation systems: Characteristics that support these processesWarren, E. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 568
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Which jar gives the better change? Children's decision-making strategiesWay, J. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 577
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Recognition of abstract angles in familiar physical situationsWhite, P. / Mitchelmore, M. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 585
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Students' understanding of hypothesis testing: The case of the significance conceptWilliams, A. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 592
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Mathematics at two schools, one Australian, the other Japanese, both located in Australia: Their philosophies and practicesWotley, S. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 599
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Goal orientation beliefs and mathematics achievement: A longitudinal studyYates, S. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 608
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From research tool to classroom assessment device: The development of Checkout/Rapua, a shopping game to assess numeracy at school entryYoung-Loveridge, J. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 616
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Number sense vs number skills: Children's use and interpretation of mathematics in the upper primary schoolBooker, G. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 616
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"Magical" moments in mathematics: Insights into the process of coming to knowBarnes, M. / Williams, G. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 616
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A cognitive perspective on the transition from arithmetic to algebraBoulton-Lewis, G. / Cooper, T. / Atweh, B. / Pillay, H. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 616
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A profile of top achievers in a primary school mathematics problem solving schemeDaniel, C. / Curran, J. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 617
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Constructing initial algebraic understanding: A methodologyHarris, E. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 617
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Mathematics education in New ZealandGoodall, F. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 617
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Assessment of young children in mathematicsHerbert, G. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 617
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The tasks we give students and their impact on learningHubbard, R. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 618
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Bridging mathematical cultures for adult distance learners: A case concerning beliefs from PNGKari, F. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 618
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Young children graphing with technology: Producing and understandingJones, A. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 618
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A comparative analysis of mathematical courses taught to university economics students in the former USSR and New ZealandKlymchuk, S. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 618
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The use of imagery in primary school mathematicsLowrie, T. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 618
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Secondary teacher beliefs and practices about mathematics in the Papua New Guinea contextKaleva, W. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 619
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Strategies in solving mathematics problems of the nineth-grade students in the lower northern region of ThailandMarkshoe, P. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 619
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Ways that graphics calculators might contribute to learning and understanding of calculus conceptsNaidu, R. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 619
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It's not what you do, it's the way they view it - differences between adult learners in mathematics/numeracy classesMarr, B. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 619
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Maori students and pedagogical practices in maths classes: Implications for all maths teachersMcMurchy-Pilkington, C. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 620
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Sex-role stereotypic attitudes of secondary mathematics students in single-sex and coeducational schoolsNorton, S. / Rennie, L. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 620
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Mathematics curriculum for indigenous studentsRoberts, T. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 620
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Representing decimals - An unconscious marriage of convenienceSiemon, D. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 620
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Decreasing the incidence of the "I'm hopeless at maths" syndrome: Is number sense the key?Scott, D. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 621
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A classroom teachers' perceptions whle participating in a collaborative teacher education programTobias, S. / Oakes, S. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 621
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Professional Development: A case study of teachers involved in a change program in the topic of probabilitySmith, R. / Grover, P. / Tytler, R. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 621
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Visual learning - The contribution of part-part-whole ideas to an understanding of numberSiemon, D. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 621
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Peservice primary teachers' conceptual difficulties with mathematics in physicsTan Boon Tee / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 622
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Errors, history and humour as a tool in learning and teaching mathsWelna, B. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 622
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The role of algebraic knowledge, higher-order thinking, and affective factors in algebraic word -problem solvingAnand Tularam, G. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997
- 622
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Interaction effects between algebraic knowledge, higher-order thinking, and affective factors in algebraic word-problem solvingAnand Tularam, G. / Mathematics Education Research Group of Australasia (MERGA) et al. | 1997