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Rodd, M. (2020).
Art in Maths
.
Proceedings for the British Society for the Research into Learning Mathematics
. BSRLM.
Rodd, M., & Rumbelow, M. (2019).
Modelling motion from nature
.
Mathematics Teaching
.
Crisan, C., & Rodd, M. (2018).
Designing a short course for graduate teaching assistants (GTAs) in mathematics: principles and practice
.
MSOR Connections, 16 (3)
, 3142. doi:10.21100/msor.v16i3.783
Crisan, C., & Rodd, M. (2018).
From 'Frowns and growns' to 'astonishment and delight': Seeking indicators of a mathematics teachers identity
.
https://www.igpme.org/index.php/publications, 2
, 315322. PME.
Crisan, C., & Rodd, M. (2017).
Designing a short course for graduate teaching assistants (GTAs) in mathematics: principles and practice
. Presented at: The Eleventh Southern Hemisphere Conference on the Teaching and Learning of Undergraduate Mathematics and Statistics.
Crisan, C., & Rodd, M. (2017).
Learning mathematics for teaching mathematics: nonspecialist teachers’ mathematics teacher identity
.
Mathematics Teacher Education and Development (MTED), 19 (2)
.
Rodd, M. M. (2017).
Special Needs in Mathematics Classrooms: relationships with others
.
Understanding emotions in mathematical thinking and learning
(pp. 245267). London: Academic Press.
Rodd, M. (2016).
Transitioning from “It Looks Like” to “It Has To Be” in Geometrical Workspaces: affect and neartome attention
.
Bolema: Boletim de Educação Matemática, 30 (54)
, 142164. doi:10.1590/19804415v30n54a07
Rodd, M. (2015).
Gender and university mathematics teaching
. In M. Grove, T. Croft, J. Kyle, D. Lawson (Eds.),
null
. Birmingham, UK: Higher Education Academy.
Rodd, M., & Crisan, C. (2015).
Inservice training to become a mathematics specialist: Aspiration and resistance, Education and Transition
.
https://www.unidue.de/TAS/?page_id=157
.

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