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Deborah A. Moore-Russo
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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
1362014
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
1212011
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
1052013
Conceptualizations of slope: A review of state standards
M Stanton, D Moore‐Russo
School Science and Mathematics 112 (5), 270-277, 2012
822012
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
732013
Using learning-styles data to design a microbiology course
RJ Buxeda, DA Moore
Journal of College Science Teaching 29 (3), 159, 1999
561999
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
542015
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
542014
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
512013
Emerging perspectives on gesture and embodiment in mathematics
LD Edwards, D Moore-Russo, F Ferrara
IAP, 2014
472014
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
432013
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
372018
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
372017
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
372011
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
352014
Using APOS theory as a framework for considering slope understanding
C Nagle, R Martínez-Planell, D Moore-Russo
The Journal of Mathematical Behavior 54, 100684, 2019
302019
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
302017
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
302015
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 (1), 952524, 2009
282009
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
Il sistema al momento non può eseguire l'operazione. Riprova più tardi.
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