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Deborah A. Moore-Russo
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Can slope be negative in 3-space? Studying concept image of slope through collective definition construction
D Moore-Russo, AM Conner, KI Rugg
Educational Studies in Mathematics 76 (1), 3-21, 2011
1032011
Delving into the meaning of productive reflection: A study of future teachers' reflections on representations of teaching
DA Moore-Russo, JN Wilsey
Teaching and Teacher Education 37, 76-90, 2014
1002014
Calculus students' and instructors' conceptualization of slope: A comparison across academic levels
C Nagle, D Moore-Russo, JM Viglietti, K Martin
International Journal of Science and Mathematics Education 11, 1491-1515, 2013
902013
Conceptualizations of slope: A review of state standards
M Stanton, D Moore‐Russo
School Science and Mathematics 112 (5), 270-277, 2012
732012
Using learning-styles data to design a microbiology course
RJ Buxeda, DA Moore
Journal of College Science Teaching 29 (3), 159, 1999
571999
Teachers' spatial literacy as visualization, reasoning, and communication
D Moore-Russo, JM Viglietti, MM Chiu, SM Bateman
Teaching and Teacher Education 29, 97-109, 2013
482013
Slope across the curriculum: Principles and standards for school mathematics and common core state standards
C Nagle, D Moore-Russo
The Mathematics Educator 23 (2), 2014
472014
One teacher’s reflective journey and the evolution of a lesson: Systematic reflection as a catalyst for adaptive expertise
H Emily Hayden, D Moore-Russo, MR Marino
Reflective Practice 14 (1), 144-156, 2013
472013
Emerging perspectives on gesture and embodiment in mathematics
LD Edwards, D Moore-Russo, F Ferrara
IAP, 2014
442014
IMPACT OF EXPLICIT PRESENTATION OF SLOPES IN THREE DIMENSIONS ON STUDENTS’UNDERSTANDING OF DERIVATIVES IN MULTIVARIABLE CALCULUS
DL McGee, D Moore-Russo
International Journal of Science and Mathematics Education 13 (Suppl 2), 357-384, 2015
392015
The concept of slope: Comparing teachers’ concept images and instructional content
C Nagle, D Moore-Russo
Investigations in Mathematics Learning 6 (2), 1-18, 2013
342013
South African teachers' conceptualisations of gradient: a study of historically disadvantaged teachers in an Advanced Certificate in Education programme
V Mudaly, D Moore-Russo
pythagoras 32 (1), 1-8, 2011
292011
Using CBL technology and a graphing calculator to teach the kinetics of consecutive first-order reactions
JE Cortés-Figueroa, DA Moore
Journal of Chemical Education 76 (5), 635, 1999
281999
Experiential learning in vehicle dynamics education via motion simulation and interactive gaming
K Hulme, E Kasprzak, K English, D Moore-Russo, K Lewis
International Journal of Computer Games Technology 2009, 2009
272009
Slope and line of best fit: A transfer of knowledge case study
C Nagle, S Casey, D Moore‐Russo
School Science and Mathematics 117 (1-2), 13-26, 2017
262017
A Broader Vision of Literacy: Including the Visual with the Linguistic.
D Moore-Russo, LE Shanahan
Journal of Adolescent & Adult Literacy 57 (7), 527-532, 2014
252014
Integration of gamification into course design: A noble endeavor with potential pitfalls
D Moore-Russo, A Wiss, J Grabowski
College Teaching 66 (1), 3-5, 2018
232018
Content in context: analyzing interactions in a graduate-level academic Facebook group
D Moore-Russo, M Radosta, K Martin, S Hamilton
International Journal of Educational Technology in Higher Education 14 (1), 1-15, 2017
232017
A study of how angry birds has been used in mathematics education
D Moore-Russo, J Diletti, J Strzelec, C Reeb, J Schillace, A Martin, ...
Digital Experiences in Mathematics Education 1, 107-132, 2015
232015
Connecting slope, steepness, and angles
CR Nagle, D Moore-Russo
Mathematics Teacher 107 (4), 272-279, 2013
182013
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