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Results: 6
Number of items: 6
  • Open Access
    Schuitema, J., Palha, S., van Boxtel, C., & Peetsma, T. (2019). Effects of task structure and group composition on elaboration and metacognitive activities of high-ability students during collaborative learning. Pedagogische Studiën, 96(2), 136-151. http://pedagogischestudien.nl/search?identifier=691194
  • Palha, S., Dekker, R., & Gravemeijer, K. (2015). The effect of shift-problem lessons in the mathematics classsroom. International Journal of Science and Mathematics Education, 13(6), 1589-1623. https://doi.org/10.1007/s10763-014-9543-z
  • Open Access
    Palha, S., Schuitema, J., van Boxtel, C., & Peetsma, T. (2015). The effect of high versus low guidance structured tasks on mathematical creativity. In K. Krainer, & N. Vondrová (Eds.), CERME9: proceedings of the Ninth Congress of the European Society for Research in Mathematics Education : 4-8 February 2015 (pp. 1039-1045). Charles University. http://www.mathematik.uni-dortmund.de/~prediger/ERME/CERME9_Proceedings_2015.pdf
  • Palha, S., Dekker, R., Gravemeijer, K., & van Hout-Wolters, B. (2013). Developing shift problems to foster geometrical proof and understanding. The Journal of Mathematical Behavior, 32(2), 142-159. https://doi.org/10.1016/j.jmathb.2012.12.002
  • Open Access
    Abrantes Garcêz Palha, S. (2013). Shift-problem lessons: Fostering mathematical reasoning in regular classrooms. [Thesis, fully internal, Universiteit van Amsterdam].
  • Open Access
    Abrantes Garcez Palha, S., & Dekker, R. (2009). Designing and implementing switch problems for mathematical discussion, reasoning and level raising. Quaderni di Ricerca in Didattica, 19, S2, 308-312. http://math.unipa.it/~grim/cieaem/Proceedings_cieaem_QRDM_Montreal_09_orales_sub4.pdf
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