| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A naturalistic study of executive function and mathematical problem-solving
|
Kotsopoulos, Donna
|
|
2012
|
31 |
2 |
p. 196-208
13 p.
|
artikel
|
| 2 |
An evolving framework for describing student engagement in classroom activities
|
Azevedo, Flávio S.
|
|
2012
|
31 |
2 |
p. 270-289
20 p.
|
artikel
|
| 3 |
Benefits of a teacher and coach collaboration: A case study
|
Neuberger, Jim
|
|
2012
|
31 |
2 |
p. 290-311
22 p.
|
artikel
|
| 4 |
Editorial Board
|
|
|
2012
|
31 |
2 |
p. CO2-
1 p.
|
artikel
|
| 5 |
Game show mathematics: Specializing, conjecturing, generalizing, and convincing
|
Lane, Catherine Pullin
|
|
2012
|
31 |
2 |
p. 163-173
11 p.
|
artikel
|
| 6 |
Mathematical reasoning in teachers’ presentations
|
Bergqvist, Tomas
|
|
2012
|
31 |
2 |
p. 252-269
18 p.
|
artikel
|
| 7 |
“Playing the game” of story problems: Coordinating situation-based reasoning with algebraic representation
|
Walkington, Candace
|
|
2012
|
31 |
2 |
p. 174-195
22 p.
|
artikel
|
| 8 |
Teachers’ knowledge of the nature of definitions: The case of the zero exponent
|
Levenson, Esther
|
|
2012
|
31 |
2 |
p. 209-219
11 p.
|
artikel
|
| 9 |
Understanding multidigit whole numbers: The role of knowledge components, connections, and context in understanding regrouping 3+-digit numbers
|
Thanheiser, Eva
|
|
2012
|
31 |
2 |
p. 220-234
15 p.
|
artikel
|
| 10 |
Using the K 5 Connected Cognition Diagram to analyze teachers’ communication and understanding of regions in three-dimensional space
|
Moore-Russo, Deborah
|
|
2012
|
31 |
2 |
p. 235-251
17 p.
|
artikel
|
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