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Dave Hewitt
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Algebraic thinking
Dave Hewitt
2020-01-27T10:00:07Z
“Never carry out any arithmetic”: the importance of structure in developing algebraic thinking
Dave Hewitt
2020-01-27T09:27:43Z
Generalization strategies in finding the nth term rule for simple quadratic sequences
Irene Biza
2019-09-02T09:31:23Z
Students as partners in complex number task design
Stephanie Thomas
2019-06-03T13:08:02Z
Collaborative task design with student partners in a STEM foundation mathematics course: visual support for the multiplication of matrices
Dave Hewitt
2018-12-04T16:49:39Z
Student Partners in Task Design in a computer medium to promote Foundation students’ learning of mathematics
Barbara Jaworski
2018-10-17T09:12:22Z
Forcing awareness
Dave Hewitt
2018-08-20T10:35:00Z
CONFIDENTIAL FILE
Using imagery with GeoGebra to assist with matrix multiplication: a collaborative project
Dave Hewitt
2018-08-20T10:12:38Z
CONFIDENTIAL FILE
“My math lessons are all about learning from your mistakes”: how mixed-attainment mathematics grouping affects the way students experience mathematics
Tom Francome
2017-12-11T14:31:14Z
On learning number: The ‘-ty’ and ‘-teen’ confusion
Dave Hewitt
2017-10-20T08:16:24Z
Mathematical fluency: the nature of practice and the role of subordination
Dave Hewitt
2017-08-18T15:42:43Z
Student learning through collaborative design and teaching of STEM Foundation Mathematics: Catalyst Project
Barbara Jaworski
2017-07-14T10:01:07Z
The principle of economy in the teaching and learning of mathematics
Dave Hewitt
2017-06-30T13:55:36Z
What comes after nine?
Dave Hewitt
2016-12-19T10:14:28Z
Authors' Response: The M-N-L framework: Bringing radical constructivist theories to daily teaching practices
Philip Borg
2016-12-19T09:57:42Z
Negotiating between learner and mathematics: a conceptual framework to analyze teacher sensitivity toward constructivism in a mathematics classroom
Philip Borg
2016-12-08T14:13:46Z
Designing educational software: The case of grid algebra
Dave Hewitt
2016-06-13T12:54:00Z
Gaining meaning for expressions with Grid Algebra: developing the CAPS framework
Philip Borg
2015-11-04T16:12:33Z
CONFIDENTIAL FILE
Feedback: expanding a repertoire and making choices
Dave Hewitt
2015-09-25T08:54:43Z
The role of subordination and fading in learning formal algebraic notation and solving equations: the case of Year 5 students
Dave Hewitt
2015-09-25T08:39:21Z
What is algebraic activity? Consideration of 9-10 year olds learning to solve linear equations
Dave Hewitt
2015-09-25T08:25:50Z
Movement, language and mathematics: an interplay on the journey towards confidence with formal notation
Dave Hewitt
2015-09-24T12:29:02Z
Young students learning order within formal algebraic notation
Dave Hewitt
2015-09-24T11:00:27Z
Arbitrary and necessary: part 3, educating awareness
Dave Hewitt
2015-09-24T10:27:14Z
Arbitrary and necessary: part 2, assisting memory
Dave Hewitt
2015-09-24T10:18:19Z
Arbitrary and necessary: part 1, a way of viewing the mathematics curriculum
Dave Hewitt
2015-09-24T10:10:00Z
The economic use of time and effort in the teaching and learning of mathematics
Dave Hewitt
2015-09-08T15:29:19Z
CONFIDENTIAL FILE
Writings which changed us
Linda Caswell
2015-07-08T13:56:08Z
CONFIDENTIAL FILE
Introduction of letters and solving linear equations using Grid Algebra
Dave Hewitt
2015-07-08T13:51:47Z
The space between an unknown and a variable
Dave Hewitt
2015-07-08T13:37:55Z
Young students learning formal algebraic notation and solving linear equations: are commonly experienced difficulties avoidable?
Dave Hewitt
2015-07-08T13:25:17Z
A symbolic dance: the interplay between movement, notation, and mathematics on a journey toward solving equations
Dave Hewitt
2015-07-08T13:18:04Z