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10.3280/CAD2018-002007

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Zitierungen des 10.3280/CAD2018-002007

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Maffia, A., Giberti, C. (2016), “Didattica della matematica e PISA: strade percorse e nuovi sentieri da battere”, in L. Palmerio (a cura di), PISA 2012. Contributi di approfondimento. Milano: FrancoAngeli, pp. 190-200.


Unstructured Zitierung

Maffia, A., Mariotti, M.A. (2018), “Intuitive and Formal Models of Whole Numbers Multiplication: Relations and Emerging Structures”, For the Learning of Mathematics, 38 (3), pp. 30-36.


Unstructured Zitierung

Mullis, I.V.S., Martin, M.O., Foy, P., Hooper, M. (2016), TIMSS 2015 International Results in Mathematics. Boston: TIMSS & PIRLS International Study Center.


Unstructured Zitierung

OECD (2013), PISA 2012 Results: Excellence Through Equity: Giving Every Student the Chance to Succeed (Volume II). Paris: OECD Publishing.


Unstructured Zitierung

OECD (2016), PISA 2015 Results (Volume I): Excellence and Equity in Education. Paris: OECD Publishing.


Unstructured Zitierung

Ongaki, N.M., Musa, F.W. (2014), “Enhancing Socio-Economic Equity in Accessing Quality Education: A Case of Form One Selection Policy in KISII County, Kenya”, The International Journal of Business & Management, 2 (11), p. 157.


Unstructured Zitierung

Pajares, F. (2005), “Gender Differences in Mathematics Self-efficacy Beliefs”, in A. Gallagher, J. Kaufman (eds), Gender Differences in Mathematics: An Integrative Psychological Approach. New York: Cambridge University Press, pp. 294-315.


Unstructured Zitierung

Pizmony-Levy, O., Torney-Purta, J. (2018), “How Journalists and Researchers Communicate Results of International Large-Scale Assessments”, Cadmo. Giornale Italiano di Pedagogia sperimentale. An International Journal of Educational Research, 26, 1, pp. 51-65.


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Rasch, G. (1960), Probabilistic Models for Some Intelligence and Attainment Tests. Copenhagen: Danish Institute for Educational Research.


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Riegle-Crumb, C. (2005), “The Cross-national Context of the Gender Gap in Math and Science”, in L. Hedges, B. Schneider (eds), The Social Organization of Schooling. New York: Russell, pp. 227-243.


Unstructured Zitierung

Ryan, J., Williams, J. (2007), Children’S Mathematics 4-15: Learning from Errors and Misconceptions: Learning from Errors and Misconceptions. Maidenhead (UK): McGraw-Hill Education.


Unstructured Zitierung

Sbaragli, S. (2012), “Il ruolo delle misconcezioni nella didattica della matematica”, in G. Bolondi, M.I. Fandiño Pinilla (a cura di), I quaderni della didattica. Metodi e strumenti per l’insegnamento e l’apprendimento della matematica. Napoli: EDISES, pp. 121-139.


Unstructured Zitierung

Sfard, A. (2005), “What could be more Practical than Good Research?”, Educational Studies in Mathematics, 58 (3), pp. 393-413.


Unstructured Zitierung

Winkelmann, H., van den Heuvel-Panhuizen, M., Robitzsch, A. (2008), “Gender Differences in the Mathematics Achievements of German Primary School Students: Results from a German Large-scale Study”, ZDM – The International Journal on Mathematics Education, 40 (4), pp. 601-616.


Unstructured Zitierung

Wößmann, L., Schütz, G. (2006), “Efficiency and Equity in European Education and Training Systems”, Analytical Report for the European Commission prepared by the European Expert Network on Economics of Education. Bruxelles: European Commission.