Bryan J. Moseley, Ph.D.
Affiliations: | 2000 | University of California, Santa Barbara, Santa Barbara, CA, United States |
Area:
Mathematics Education, Educational Psychology Education, Cognitive Psychology, Elementary EducationGoogle:
"Bryan Moseley"Parents
Sign in to add mentor| Mary E. Brenner | grad student | 2000 | UC Santa Barbara | |
| (Pathways to linking formal and informal knowledge: A comparison of elementary students constructing mathematical knowledge with ratio or part -whole perspectives of rational numbers.) | ||||
BETA: Related publications
See more...
Publications
|
You can help our author matching system! If you notice any publications incorrectly attributed to this author, please sign in and mark matches as correct or incorrect. |
| Schwab K, Moseley B, Dustin D. (2018) Grading Grades as a Measure of Student Learning Schole: a Journal of Leisure Studies and Recreation Education. 33: 87-95 |
| Moseley B, Brenner ME. (2009) A comparison of curricular effects on the integration of arithmetic and algebraic schemata in pre-algebra students Instructional Science. 37: 1-20 |
| Moseley B, Dustin D. (2008) Teaching as Chaos College Teaching. 56: 140-142 |
| Moseley B, Okamoto Y. (2008) Identifying Fourth Graders' Understanding of Rational Number Representations: A Mixed Methods Approach. School Science and Mathematics. 108: 238-250 |
| Moseley BJ, Okamoto Y, Ishida J. (2007) Comparing US and Japanese elementary school teachers' facility for linking rational number representations International Journal of Science and Mathematics Education. 5: 165-185 |
| Brenner ME, Mayer RE, Moseley B, et al. (1997) Learning by understanding: The role of multiple representations in learning algebra American Educational Research Journal. 34: 663-689 |