Paul Andrews
Paul Andrews
Visiting professor of mathematics education, VIA University College, Denmark
E-mail megerősítve itt: su.se
Hivatkozott rá
Hivatkozott rá
Identifying opportunities for grade one children to acquire foundational number sense: Developing a framework for cross cultural classroom analyses
P Andrews, J Sayers
Early Childhood Education Journal 43, 257-267, 2015
A comparison of Hungarian and English teachers' conceptions of mathematics and its teaching
P Andrews, G Hatch
Educational Studies in Mathematics 43 (1), 31-64, 2000
A new look at secondary teachers’ conceptions of mathematics and its teaching
P Andrews, G Hatch
British educational research journal 25 (2), 203-223, 1999
OECD and PISA tests are damaging education worldwide–academics
P Andrews, L Atkinson, SJ Ball, M Barber, L Beckett, J Berardi, Y Zhao, ...
The Guardian 6, 2014
PISA, TIMSS and Finnish mathematics teaching: An enigma in search of an explanation
P Andrews, A Ryve, K Hemmi, J Sayers
Educational Studies in Mathematics 87, 7-26, 2014
The curricular importance of mathematics: a comparison of English and Hungarian teachers’ espoused beliefs
P Andrews
Journal of Curriculum Studies 39 (3), 317-338, 2007
Negotiating meaning in cross‐national studies of mathematics teaching: Kissing frogs to find princes
P Andrews
Comparative Education 43 (4), 489-509, 2007
Analysing the relationship between the problem-solving-related beliefs, competence and teaching of three Cypriot primary teachers
P Andrews, C Xenofontos
Journal of Mathematics Teacher Education 18, 299-325, 2015
Teaching linear equations: Case studies from Finland, Flanders and Hungary
P Andrews, J Sayers
The Journal of Mathematical Behavior 31 (4), 476-488, 2012
The role of conceptual subitising in the development of foundational number sense
J Sayers, P Andrews, L Björklund Boistrup
Mathematics education in the early years: Results from the POEM2 conference …, 2016
Initial motivations of serving teachers of secondary mathematics
P Andrews, G Hatch
Evaluation & Research in Education 16 (4), 185-201, 2002
Defining mathematical problems and problem solving: Prospective primary teachers’ beliefs in Cyprus and England
C Xenofontos, P Andrews
Mathematics Education Research Journal 26, 279-299, 2014
Comparative studies of mathematics teachers’ observable learning objectives: Validating low inference codes
P Andrews
Educational Studies in Mathematics 71, 97-122, 2009
Finnish mathematics teaching from a reform perspective: A video-based case-study analysis
P Andrews
Comparative Education Review 57 (2), 189-211, 2013
Is the ‘telling case’a methodological myth?
P Andrews
International Journal of Social Research Methodology 20 (5), 455-467, 2017
Opportunities to learn in the Budapest mathematics classroom
P Andrews
International Journal of Science and Mathematics Education 1, 201-225, 2003
Instrument adaptation in cross-cultural studies of students’ mathematics-related beliefs: Learning from healthcare research
P Andrews, J Diego-Mantecón
Compare: A Journal of Comparative and International Education 45 (4), 545-567, 2015
Students’ conceptualisations of multiplication as repeated addition or equal groups in relation to multi-digit and decimal numbers
K Larsson, K Pettersson, P Andrews
The Journal of Mathematical Behavior 48, 1-13, 2017
Mathematics teachers’ didactic strategies: Examining the comparative potential of low inference generic descriptors
P Andrews
Comparative Education Review 53 (4), 559-581, 2009
Mathematics teacher typologies or nationally located patterns of behaviour?
P Andrews
International Journal of Educational Research 46 (5), 306-318, 2007
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