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Showing 1-4 of 4 results

  1. How much time do students have to think about teacher questions? An investigation of the quick succession of teacher questions and student responses in the German mathematics classroom

    Several studies have shown that the style of the German mathematics classroom at secondary level is mostly based on the so called...

    Aiso Heinze, Markus Erhard in ZDM
    Article 01 October 2006

  2. Reflection and metacognition in mathematics education— Tools for the improvement of teaching quality

    On the basis of a category system that classifies metacognitive activities, the first part of this paper shows to what extent reflection can be...

    Christa Kaune in ZDM
    Article 01 August 2006

  3. Students' performance in reasoning and proof in Taiwan and Germany: Results, paradoxes and open questions

    In different international studies on mathematical achievement East Asian students outperformed the students from Western countries. A deeper...

    Aiso Heinze, Ying-Hao Cheng, Kai-Lin Yang in ZDM
    Article 01 October 2004

  4. The teaching of proof at the lower secondary level—a video study

    Teaching mathematical proof is one of the most challenging topics for teachers. Several empirical studies revealed repeatedly different kinds of...

    Aiso Heinze, Kristina Reiss in ZDM
    Article 01 June 2004
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