| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A Cognitive Analysis of Problems of Comprehension in a Learning of Mathematics
|
Duval, Raymond
|
|
2006
|
|
1-2 |
p. 103-131
|
artikel
|
| 2 |
A critical mathematics perspective on reading data visualizations: reimagining through reformatting, reframing, and renarrating
|
Rubel, Laurie H.
|
|
|
|
1-2 |
p. 249-268
|
artikel
|
| 3 |
Affective productions of mathematical experience
|
Walshaw, Margaret
|
|
2011
|
|
1-2 |
p. 185-199
|
artikel
|
| 4 |
Agency–structure dynamics in an indigenous mathematics education community in times of an existential crisis in education
|
Allen, Piata
|
|
|
|
1-2 |
p. 351-368
|
artikel
|
| 5 |
Are we all in this together?: mathematics teachers’ perspectives on equity in remote instruction during pandemic
|
Yılmaz, Zuhal
|
|
|
|
1-2 |
p. 307-331
|
artikel
|
| 6 |
A Semiotic Perspective of Mathematical Activity: The Case of Number
|
Ernest, Paul
|
|
2006
|
|
1-2 |
p. 67-101
|
artikel
|
| 7 |
Classroom Interpreting Games with an Illustration
|
Sáenz-Ludlow, Adalira
|
|
2006
|
|
1-2 |
p. 183-218
|
artikel
|
| 8 |
COVID-19, mathematics education, and the evaluation of expert knowledge
|
Kollosche, David
|
|
|
|
1-2 |
p. 401-417
|
artikel
|
| 9 |
Critical postmodern theory in mathematics education research: a praxis of uncertainty
|
Stinson, David W.
|
|
2012
|
|
1-2 |
p. 41-55
|
artikel
|
| 10 |
Developing “deliberate analysis” for learning mathematics and for mathematics teacher education: how the enactive approach to cognition frames reflection
|
Brown, Laurinda
|
|
2012
|
|
1-2 |
p. 217-231
|
artikel
|
| 11 |
Diagram, gesture, agency: theorizing embodiment in the mathematics classroom
|
Freitas, Elizabeth de
|
|
2011
|
|
1-2 |
p. 133-152
|
artikel
|
| 12 |
Differentially positioned language games: ethnomathematics from a philosophical perspective
|
Knijnik, Gelsa
|
|
2012
|
|
1-2 |
p. 87-100
|
artikel
|
| 13 |
Dispositions in the field: viewing mathematics teacher education through the lens of Bourdieu’s social field theory
|
Nolan, Kathleen
|
|
2011
|
|
1-2 |
p. 201-215
|
artikel
|
| 14 |
Distance mathematics teaching in Flanders, Germany, and the Netherlands during COVID-19 lockdown
|
Drijvers, Paul
|
|
|
|
1-2 |
p. 35-64
|
artikel
|
| 15 |
Education and the illusions of emancipation
|
Radford, Luis
|
|
2012
|
|
1-2 |
p. 101-118
|
artikel
|
| 16 |
Emergent curriculum in basic education for the new normality in Peru: orientations proposed from mathematics education
|
Maraví Zavaleta, Luis Miguel
|
|
|
|
1-2 |
p. 291-305
|
artikel
|
| 17 |
Exploring Israeli high school graduates’ explanations for the spread of the coronavirus
|
Rotem, Sigal-Hava
|
|
|
|
1-2 |
p. 161-181
|
artikel
|
| 18 |
Finding a voice? Narrating the female self in mathematics
|
Solomon, Yvette
|
|
2012
|
|
1-2 |
p. 171-183
|
artikel
|
| 19 |
Graphs in the COVID-19 news: a mathematics audit of newspapers in Korea
|
Kwon, Oh Nam
|
|
|
|
1-2 |
p. 183-200
|
artikel
|
| 20 |
Guest Editorial Semiotic Perspectives on Learning Mathematics and Communicating Mathematically
|
SÁEnz–Ludlow, Adalira
|
|
2005
|
|
1-2 |
p. 1-10
|
artikel
|
| 21 |
Hating school, loving mathematics: On the ideological function of critique and reform in mathematics education
|
Lundin, Sverker
|
|
2011
|
|
1-2 |
p. 73-85
|
artikel
|
| 22 |
Health and pathology: a brief history of the biopolitics of US mathematics education
|
Ziols, Ryan
|
|
|
|
1-2 |
p. 123-142
|
artikel
|
| 23 |
How history of mathematics can help to face a crisis situation: the case of the polemic between Bernoulli and d’Alembert about the smallpox epidemic
|
Gosztonyi, Katalin
|
|
|
|
1-2 |
p. 105-122
|
artikel
|
| 24 |
How inconvenient assumptions affect preservice teachers’ uptake of new interactional patterns in mathematics: analysis and aspiration through a bifocal lens
|
Klein, Mary
|
|
2012
|
|
1-2 |
p. 25-40
|
artikel
|
| 25 |
Looking for “us”: power reimagined in mathematics learning for Black communities in the pandemic
|
Matthews, Lou E.
|
|
|
|
1-2 |
p. 333-350
|
artikel
|
| 26 |
Mathematical Epistemology from a Peircean Semiotic Point of View
|
Otte, Michael
|
|
2006
|
|
1-2 |
p. 11-38
|
artikel
|
| 27 |
Mathematical media literacy in the COVID-19 pandemic and its relation to school mathematics education
|
Heyd-Metzuyanim, Einat
|
|
|
|
1-2 |
p. 201-225
|
artikel
|
| 28 |
Mathematics and crises
|
Skovsmose, Ole
|
|
|
|
1-2 |
p. 369-383
|
artikel
|
| 29 |
Mathematics and Mathematics Education as Triadic Communication? a Semiotic Framework Exemplified
|
Ongstad, Sigmund
|
|
2006
|
|
1-2 |
p. 247-277
|
artikel
|
| 30 |
Mathematics education and contemporary theory: guest editorial
|
Brown, Tony
|
|
2012
|
|
1-2 |
p. 1-8
|
artikel
|
| 31 |
Mathematics education in a time of crisis—a viral pandemic
|
Chan, Man Ching Esther
|
|
|
|
1-2 |
p. 1-13
|
artikel
|
| 32 |
Micro classes as a primary school–level mathematics education response to COVID-19 pandemic in China: students’ degree of approval and perception of digital equity
|
Xie, Zhiyong
|
|
|
|
1-2 |
p. 65-85
|
artikel
|
| 33 |
Opening mathematics texts: resisting the seduction
|
Wagner, David
|
|
2011
|
|
1-2 |
p. 153-169
|
artikel
|
| 34 |
Researching research: mathematics education in the Political
|
Pais, Alexandre
|
|
2012
|
|
1-2 |
p. 9-24
|
artikel
|
| 35 |
Seeing culture and power in mathematical learning: toward a model of equitable instruction
|
Hand, Victoria
|
|
2012
|
|
1-2 |
p. 233-247
|
artikel
|
| 36 |
Semiotics and the “Connections” Standard: Significance of Semiotics for Teachers of Mathematics
|
Presmeg, Norma
|
|
2006
|
|
1-2 |
p. 163-182
|
artikel
|
| 37 |
Symbolic power, robotting, and surveilling
|
Skovsmose, Ole
|
|
2012
|
|
1-2 |
p. 119-132
|
artikel
|
| 38 |
Tales from three countries: reflections during COVID-19 for mathematical education in the future
|
Krause, Christina M.
|
|
|
|
1-2 |
p. 87-104
|
artikel
|
| 39 |
Teaching math in real time
|
Maciejewski, Wes
|
|
|
|
1-2 |
p. 143-159
|
artikel
|
| 40 |
“Tell me about”: a logbook of teachers’ changes from face-to-face to distance mathematics education
|
Albano, Giovanna
|
|
|
|
1-2 |
p. 15-34
|
artikel
|
| 41 |
The Anthropology of Meaning
|
Radford, Luis
|
|
2006
|
|
1-2 |
p. 39-65
|
artikel
|
| 42 |
The COVID-19 epidemic in Brazil: how statistics education may contribute to unravel the reality behind the charts
|
da Silva, Alexandre Sousa
|
|
|
|
1-2 |
p. 269-289
|
artikel
|
| 43 |
The future of mathematics education since COVID-19: humans-with-media or humans-with-non-living-things
|
Borba, Marcelo C.
|
|
|
|
1-2 |
p. 385-400
|
artikel
|
| 44 |
The layering of mathematical interpretations through digital media
|
Calder, Nigel
|
|
2011
|
|
1-2 |
p. 269-285
|
artikel
|
| 45 |
Use and exchange value in mathematics education: contemporary CHAT meets Bourdieu’s sociology
|
Williams, Julian
|
|
2011
|
|
1-2 |
p. 57-72
|
artikel
|
| 46 |
What does Social Semiotics have to Offer Mathematics Education Research?
|
Morgan, Candia
|
|
2006
|
|
1-2 |
p. 219-245
|
artikel
|
| 47 |
What Is a “Semiotic Perspective”, and What Could It Be? Some Comments on the Contributions to This Special Issue
|
Hoffmann, Michael H. G.
|
|
2006
|
|
1-2 |
p. 279-291
|
artikel
|
| 48 |
What Makes a Sign a Mathematical Sign? – An Epistemological Perspective on Mathematical Interaction
|
Steinbring, Heinz
|
|
2006
|
|
1-2 |
p. 133-162
|
artikel
|
| 49 |
What mathematical competencies does a citizen need to interpret Mexico’s official information about the COVID-19 pandemic?
|
Aguilar, Mario Sánchez
|
|
|
|
1-2 |
p. 227-248
|
artikel
|
| 50 |
When does an opportunity become an opportunity? Unpacking classroom practice through the lens of ecological psychology
|
Gresalfi, Melissa Sommerfeld
|
|
2011
|
|
1-2 |
p. 249-267
|
artikel
|
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