The Boston colloquium. Lectures on mathematics delivered from September 2 to 5, 1903, before members of the American Mathematical Society in connection with the summer meeting held at the Massachusetts Institute of Technology, Boston, Mass.,

"Bibliography of memoirs relating to algebraic continued fractions": p. 167-187.

The Princeton Colloquium; lectures on mathematics, delivered September 15 to 17, 1909, before members of the American Mathematical Society in connection with the summer meeting held at Princeton University, Princeton, N.J.

Fundamental existence theorems, by G. A. Bliss.--Differential-geometric aspects of dynamics, by E. Kasner.

Applied mathematics series

Mode of access: Internet.

Questions in pure mathematics proposed at the B.A. and B.Sc. pass and honours examinations of the University of London. With complete solutions.

Mode of access: Internet.

Mathematics for the elementary school [grades 4-6]

Each grade consists of a set of 3 v. (pt.1, Text [1 v.]--pt.2, Teacher's commentary [2 v.]).

Publication ... of the Mathematics Research Center, United States Army, the University of Wisconsin.

Published: New York : Wiley, 1964-1968; New York : Academic Press, 1969-1970.

Journal of mathematics and physics /

Published: Baltimore, Md., -1968.

Mathematics and logic for digital devices.

Mode of access: Internet.

Systems engineering mathematics.

Prentice-Hall international series in space technology.

Pre-Service Teachers’ Mathematics Language and Reflection in the Context of an Early Childhood Mathematics Methods Course

Thesis (Ph.D.)--University of Washington, 2016-06

Learning mathematics in a classroom community of inquiry

This article considers the question of what specific actions a teacher might take to create a culture of inquiry in a secondary school mathematics classroom. Sociocultural theories of learning provide the framework for examining teaching and learning practices in a single classroom over a two-year period. The notion of the zone of proximal development (ZPD) is invoked as a fundamental framework for explaining learning as increasing participation in a community of practice characterized by mathematical inquiry. The analysis draws on classroom observation and interviews with students and the teacher to show how the teacher established norms and practices that emphasized mathematical sense-making and justification of ideas and arguments and to illustrate the learning practices that students developed in response to these expectations.