math.nie.edu.sgmath.nie.edu.sg/ame/matheduc/tme/tmev6_1/doc1.pg 9.pdf · Zalman Usiskin, University...

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Transcript of math.nie.edu.sgmath.nie.edu.sg/ame/matheduc/tme/tmev6_1/doc1.pg 9.pdf · Zalman Usiskin, University...

Page 1: math.nie.edu.sgmath.nie.edu.sg/ame/matheduc/tme/tmev6_1/doc1.pg 9.pdf · Zalman Usiskin, University of Chicago ... and geometry at most colleges, identifying a course as being "for
Page 2: math.nie.edu.sgmath.nie.edu.sg/ame/matheduc/tme/tmev6_1/doc1.pg 9.pdf · Zalman Usiskin, University of Chicago ... and geometry at most colleges, identifying a course as being "for
Page 3: math.nie.edu.sgmath.nie.edu.sg/ame/matheduc/tme/tmev6_1/doc1.pg 9.pdf · Zalman Usiskin, University of Chicago ... and geometry at most colleges, identifying a course as being "for
Page 4: math.nie.edu.sgmath.nie.edu.sg/ame/matheduc/tme/tmev6_1/doc1.pg 9.pdf · Zalman Usiskin, University of Chicago ... and geometry at most colleges, identifying a course as being "for
Page 5: math.nie.edu.sgmath.nie.edu.sg/ame/matheduc/tme/tmev6_1/doc1.pg 9.pdf · Zalman Usiskin, University of Chicago ... and geometry at most colleges, identifying a course as being "for
Page 6: math.nie.edu.sgmath.nie.edu.sg/ame/matheduc/tme/tmev6_1/doc1.pg 9.pdf · Zalman Usiskin, University of Chicago ... and geometry at most colleges, identifying a course as being "for
Page 7: math.nie.edu.sgmath.nie.edu.sg/ame/matheduc/tme/tmev6_1/doc1.pg 9.pdf · Zalman Usiskin, University of Chicago ... and geometry at most colleges, identifying a course as being "for
Page 8: math.nie.edu.sgmath.nie.edu.sg/ame/matheduc/tme/tmev6_1/doc1.pg 9.pdf · Zalman Usiskin, University of Chicago ... and geometry at most colleges, identifying a course as being "for
Page 9: math.nie.edu.sgmath.nie.edu.sg/ame/matheduc/tme/tmev6_1/doc1.pg 9.pdf · Zalman Usiskin, University of Chicago ... and geometry at most colleges, identifying a course as being "for
Page 10: math.nie.edu.sgmath.nie.edu.sg/ame/matheduc/tme/tmev6_1/doc1.pg 9.pdf · Zalman Usiskin, University of Chicago ... and geometry at most colleges, identifying a course as being "for
Page 11: math.nie.edu.sgmath.nie.edu.sg/ame/matheduc/tme/tmev6_1/doc1.pg 9.pdf · Zalman Usiskin, University of Chicago ... and geometry at most colleges, identifying a course as being "for
Page 12: math.nie.edu.sgmath.nie.edu.sg/ame/matheduc/tme/tmev6_1/doc1.pg 9.pdf · Zalman Usiskin, University of Chicago ... and geometry at most colleges, identifying a course as being "for
Page 13: math.nie.edu.sgmath.nie.edu.sg/ame/matheduc/tme/tmev6_1/doc1.pg 9.pdf · Zalman Usiskin, University of Chicago ... and geometry at most colleges, identifying a course as being "for
Page 14: math.nie.edu.sgmath.nie.edu.sg/ame/matheduc/tme/tmev6_1/doc1.pg 9.pdf · Zalman Usiskin, University of Chicago ... and geometry at most colleges, identifying a course as being "for
Page 15: math.nie.edu.sgmath.nie.edu.sg/ame/matheduc/tme/tmev6_1/doc1.pg 9.pdf · Zalman Usiskin, University of Chicago ... and geometry at most colleges, identifying a course as being "for

math.nie.edu.sgmath.nie.edu.sg/ame/matheduc/tme/tmev3_1/book3n1p… ·  · 2008-07-22tendency towards performing tasks associated with the right and left hemisphere ... brain theory

math.nie.edu.sgmath.nie.edu.sg/ame/matheduc/tme/tmev3_1/book3n1p… ·  · 2008-07-22tendency towards performing tasks associated with the right and left hemisphere ... brain theory

Mathematics Student Teachers’ Views and Choices about ... · Cerosaletti & Gillis, 2014; Rockinson-Szapkiw, Courduff, Carter, & Bennett, 2013; Usiskin, 2013). Publishers are increasing

Mathematics Student Teachers’ Views and Choices about ... · Cerosaletti & Gillis, 2014; Rockinson-Szapkiw, Courduff, Carter, & Bennett, 2013; Usiskin, 2013). Publishers are increasing

Teaching for Student Learning - math.nie.edu.sgmath.nie.edu.sg/wkho/Talks_files/NYJC Seminar.pdfIntroduction Theoretical framework Practical implementation Conclusion Teaching for

Teaching for Student Learning - math.nie.edu.sgmath.nie.edu.sg/wkho/Talks_files/NYJC Seminar.pdfIntroduction Theoretical framework Practical implementation Conclusion Teaching for

Relations between Subject Matter Knowledge and …math.nie.edu.sg/ame/matheduc/tme/tmeV15_2/3.pdf · The Mathematics Educator 2014, Vol 15, 2, 50-76 Relations between Subject Matter

Relations between Subject Matter Knowledge and …math.nie.edu.sg/ame/matheduc/tme/tmeV15_2/3.pdf · The Mathematics Educator 2014, Vol 15, 2, 50-76 Relations between Subject Matter

The Effect of Designed Geometry Teaching Lesson to … · Level (Rigor Level students can study with different geometry (Usiskin, 1982). In general, Van Hiele levels have these features:

The Effect of Designed Geometry Teaching Lesson to … · Level (Rigor Level students can study with different geometry (Usiskin, 1982). In general, Van Hiele levels have these features:

A Conceptual Framework for Investigating Pupils Model ...math.nie.edu.sg/ame/matheduc/tme/tmeV15_1/1.pdf · 4 A Concept Framework for Investigating Pupils’ Model Development (a)

A Conceptual Framework for Investigating Pupils Model ...math.nie.edu.sg/ame/matheduc/tme/tmeV15_1/1.pdf · 4 A Concept Framework for Investigating Pupils’ Model Development (a)

math.nie.edu.sgmath.nie.edu.sg/ame/matheduc/tme/tmev1_1/book1n1pg1.pdf · Memory involves the retention and retrieval of materials and activities. It is also believed that memory

math.nie.edu.sgmath.nie.edu.sg/ame/matheduc/tme/tmev1_1/book1n1pg1.pdf · Memory involves the retention and retrieval of materials and activities. It is also believed that memory

DOCUMENT RESUME SE 038 813 Usiskin, Zalman Van · PDF fileLevel 4 12 Level 5 12 IV. Design of the Study 15 Population 15 Sample 15 Overall design 17 Test construction 17 Test administration

DOCUMENT RESUME SE 038 813 Usiskin, Zalman Van · PDF fileLevel 4 12 Level 5 12 IV. Design of the Study 15 Population 15 Sample 15 Overall design 17 Test construction 17 Test administration

TEACHING H2 FURTHER MATHS - math.nie.edu.sgmath.nie.edu.sg/pctoh/conics/Conics_Session1.pdf · Polya’sThree Principles of Learning 1. For efficient learning, the learner should

TEACHING H2 FURTHER MATHS - math.nie.edu.sgmath.nie.edu.sg/pctoh/conics/Conics_Session1.pdf · Polya’sThree Principles of Learning 1. For efficient learning, the learner should

The Role of Mathematics Textbooks in Lower Secondary ...math.nie.edu.sg/ame/matheduc/tme/tmeV16_2/02.pdf · The Role of Mathematics Textbooks in Lower Secondary Education in ... Mathematics

The Role of Mathematics Textbooks in Lower Secondary ...math.nie.edu.sg/ame/matheduc/tme/tmeV16_2/02.pdf · The Role of Mathematics Textbooks in Lower Secondary Education in ... Mathematics

Route map for ERD V2 - math.nie.edu.sgmath.nie.edu.sg/pme41/erd/RouteMRT_Bus.pdf · Step 1 1) Get to Boon Lay MRT station on the East-West (EW) Line (the green line). 2) Go to the

Route map for ERD V2 - math.nie.edu.sgmath.nie.edu.sg/pme41/erd/RouteMRT_Bus.pdf · Step 1 1) Get to Boon Lay MRT station on the East-West (EW) Line (the green line). 2) Go to the

A Study of Mathematics Homework in Singapore …math.nie.edu.sg/ame/matheduc/tme/tmeV17_1/paper2.pdf · experiences into lessons, it would seem only natural that new materials for

A Study of Mathematics Homework in Singapore …math.nie.edu.sg/ame/matheduc/tme/tmeV17_1/paper2.pdf · experiences into lessons, it would seem only natural that new materials for

The UCSMP: Translating Grades 7-12 Mathematics ... · ZALMAN USISKIN The UCSMP: Translating Grades 7-12 Mathematics Recommendations into Reality The University of Chicago's School

The UCSMP: Translating Grades 7-12 Mathematics ... · ZALMAN USISKIN The UCSMP: Translating Grades 7-12 Mathematics Recommendations into Reality The University of Chicago's School

Development and Field-Testing of an Instrument for Rating ...math.nie.edu.sg/ame/matheduc/tme/tmeV17_1/paper3.pdf · This paper reports on the development and field-testing of a cognitive

Development and Field-Testing of an Instrument for Rating ...math.nie.edu.sg/ame/matheduc/tme/tmeV17_1/paper3.pdf · This paper reports on the development and field-testing of a cognitive

ICME12 Understanding Math Usiskin

ICME12 Understanding Math Usiskin

Slope, Rate of Change, and Steepness: Do Students ... · et al. 1996); Geometry (Usiskin et al. 1997); and Advanced Algebra (Senk et al. 1996)—and a fourth book, Precalculus Enhanced

Slope, Rate of Change, and Steepness: Do Students ... · et al. 1996); Geometry (Usiskin et al. 1997); and Advanced Algebra (Senk et al. 1996)—and a fourth book, Precalculus Enhanced

Matematik Öretmeni Adaylarnn Dörtgenleri …analizinde kullanılan referans kavram haritası (Şekil 1.A), Usiskin (2008)’in dörtgenler için yaptığı sınıflandırmadan uyarlanmıştır.

Matematik Öretmeni Adaylarnn Dörtgenleri …analizinde kullanılan referans kavram haritası (Şekil 1.A), Usiskin (2008)’in dörtgenler için yaptığı sınıflandırmadan uyarlanmıştır.

A Study of Mathematics Written Assessment in Singapore ...math.nie.edu.sg/ame/matheduc/tme/tmeV16_1/WongLaiFong(Final).pdf · A Study of Mathematics Written Assessment in Singapore

A Study of Mathematics Written Assessment in Singapore ...math.nie.edu.sg/ame/matheduc/tme/tmeV16_1/WongLaiFong(Final).pdf · A Study of Mathematics Written Assessment in Singapore

Z-MATH Aims, figures and projects Bernd Wegner Institute of Mathematics, TU Berlin Editor-in-Chief of Zentralblatt MATH, MathEduc, STMA-Z Project manager.

Z-MATH Aims, figures and projects Bernd Wegner Institute of Mathematics, TU Berlin Editor-in-Chief of Zentralblatt MATH, MathEduc, STMA-Z Project manager.

Analysis of Students’ Difficulties in Solving Integration ...math.nie.edu.sg/ame/matheduc/tme/tmeV9_1/Seah EK.pdf · Analysis of Students’ Difficulties in Solving Integration

Analysis of Students’ Difficulties in Solving Integration ...math.nie.edu.sg/ame/matheduc/tme/tmeV9_1/Seah EK.pdf · Analysis of Students’ Difficulties in Solving Integration