UB Paderborn / Katalog / Suche / in CDI

Professional learning through the collaborative design of problem-solving lessons

Journal of mathematics teacher education, 2016-04, Vol.19 (2-3), p.243-260

2016

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Using digital technology to enhance formative assessment in mathematics classrooms

British journal of educational technology, 2019-03, Vol.50 (2), p.832-845

2019

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The effect of age on rat rotator cuff muscle architecture

Journal of shoulder and elbow surgery, 2014-12, Vol.23 (12), p.1786-1791

2014

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Designing and using professional development resources for inquiry-based learning

ZDM, 2013-12, Vol.45 (7), p.945-957

2013

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ASSESSING MATHEMATICAL PROBLEM SOLVING USING COMPARATIVE JUDGEMENT

International journal of science and mathematics education, 2015-02, Vol.13 (1), p.151-177

2015

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The Impact of Task-Based Professional Development on Teachers' Practices and Beliefs: A Design Research Study

Journal of mathematics teacher education, 2007-12, Vol.10 (4-6), p.217-237

Swan, Malcolm

2007

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Designing and Using Research Instruments to Describe the Beliefs and Practices of Mathematics Teachers

Research in education (Manchester), 2006-05, Vol.75 (1), p.58-70

Swan, Malcolm

2006

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In memory of Malcolm Swan

Mathematics Teaching, 2017-07 (257), p.50

Swan, Malcolm

2017

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From the archive

Mathematics Teaching, 2017-07 (257), p.48

Swan, Malcolm

2017

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The impact of a professional development programme on the practices and beliefs of numeracy teachers

Journal of further and higher education, 2010-05, Vol.34 (2), p.165-177

2010

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DESIGNING PROBLEM-SOLVING LESSONS THAT INCLUDE "SAMPLE PUPIL WORK"

Mathematics Teaching, 2013-05 (234), p.40

Evans, Sheila

2013

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Teaching Modelling and Systemic Change

Mathematical Modelling and Applications, p.351-370

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Learning GCSE mathematics through discussion: what are the effects on students?

Journal of further and higher education, 2006-08, Vol.30 (3), p.229-241

Swan, Malcolm

2006

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Designing and using professional development resources for inquiry-based learning

ZDM, 2013-12, Vol.45 (7), p.945-957

2013

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Teachers' attempts to integrate research-based principles into the teaching of numeracy with post-16 learners

Research in Post-Compulsory Education, 2009-03, Vol.14 (1), p.75-92

2009

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REFLECTIONS

Mathematics teaching, 2007-01 (200), p.2

Swan, Malcolm

2007

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Designing and using research instruments to describe the beliefs and practices of mathematics teachers

Research in education (Manchester), 2006-05 (75), p.58

Swan, Malcolm

2006

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REFLECTION

Mathematics teaching, 2003-06 (183), p.2

Swan, Malcolm

2003

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TASKS AND THEIR PLACE IN MATHEMATICS TEACHING AND LEARNING - PART 1

Mathematics Teaching, 2013-01 (232), p.6

2013

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ALWAYS, SOMETIMES OR NEVER TRUE

Mathematics teaching, 2002-12 (181), p.32

Swan, Malcolm

2002

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REFLECTIONS

Mathematics Teaching, 2007-01 (200), p.2

Swan, Malcolm

2007

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Tasks and Their Place in Mathematics Teaching and Learning--Part 1

Mathematics Teaching, 2012-11 (231), p.33

2012

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PAPER FOLDING FRACTIONS: Does this work?

Mathematics teaching, 2002-09 (180), p.3

Swan, Malcolm

2002

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Making Sense of Algebra

Mathematics teaching, 2000-06 (171), p.16

Swan, Malcolm

2000

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GCSE mathematics in further education: challenging beliefs and practices

Curriculum journal (London, England), 2000-06, Vol.11 (2), p.199-223

Swan, Malcolm

2000

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Professional learning through the collaborative design of problem-solving lessons

Using digital technology to enhance formative assessment in mathematics classrooms

The effect of age on rat rotator cuff muscle architecture

Designing and using professional development resources for inquiry-based learning

ASSESSING MATHEMATICAL PROBLEM SOLVING USING COMPARATIVE JUDGEMENT

The Impact of Task-Based Professional Development on Teachers' Practices and Beliefs: A Design Research Study

Designing and Using Research Instruments to Describe the Beliefs and Practices of Mathematics Teachers

In memory of Malcolm Swan

From the archive

The impact of a professional development programme on the practices and beliefs of numeracy teachers

DESIGNING PROBLEM-SOLVING LESSONS THAT INCLUDE "SAMPLE PUPIL WORK"

Teaching Modelling and Systemic Change

Learning GCSE mathematics through discussion: what are the effects on students?

Designing and using professional development resources for inquiry-based learning

Teachers' attempts to integrate research-based principles into the teaching of numeracy with post-16 learners

REFLECTIONS

Designing and using research instruments to describe the beliefs and practices of mathematics teachers

REFLECTION

TASKS AND THEIR PLACE IN MATHEMATICS TEACHING AND LEARNING - PART 1

ALWAYS, SOMETIMES OR NEVER TRUE

REFLECTIONS

Tasks and Their Place in Mathematics Teaching and Learning--Part 1

PAPER FOLDING FRACTIONS: Does this work?

Making Sense of Algebra

GCSE mathematics in further education: challenging beliefs and practices

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