| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A Comparison of Verbal and Written Descriptions of Students’ Problem Solving Processes
|
Pugalee, David K.
|
|
2004
|
|
1-3 |
p. 27-47
|
artikel
|
| 2 |
A Cross-Analysis of the Mathematics Teacher’s Activity. An Example in a French 10th-Grade Class
|
Robert, Aline
|
|
2005
|
|
1-3 |
p. 269-298
|
artikel
|
| 3 |
Advice to prospective authors
|
|
|
2004
|
|
1-3 |
p. 1-2
|
artikel
|
| 4 |
Analyzing Mathematical Teaching-Learning Situations — the Interplay of Communicational and Epistemological Constraints
|
Steinbring, Heinz
|
|
2005
|
|
1-3 |
p. 313-324
|
artikel
|
| 5 |
An Attempt to Model the Teacher’S Action in the Mathematics Class
|
Sensevy, Gérard
|
|
2005
|
|
1-3 |
p. 153-181
|
artikel
|
| 6 |
Appropriating Mathematical Practices: A Case Study of Learning to Use and Explore Functions Through Interaction with a Tutor
|
Moschkovich, Judit N.
|
|
2004
|
|
1-3 |
p. 49-80
|
artikel
|
| 7 |
Characterization of an Ordinary Teaching Practice with the Help of the Theory of Didactic Situations
|
Hersant, Magali
|
|
2005
|
|
1-3 |
p. 113-151
|
artikel
|
| 8 |
Didactical Handling of Students’ Reasoning Processes in Problem Solving Situations
|
Brousseau, Guy
|
|
2005
|
|
1-3 |
p. 13-58
|
artikel
|
| 9 |
Didactic material confronted with the concept of mathematical literacy
|
Gellert, Uwe
|
|
2004
|
|
1-3 |
p. 163-179
|
artikel
|
| 10 |
Didactic Restrictions on the Teacher’s Practice: The Case of Limits of Functions in Spanish High Schools
|
BarbÉ, Joaquim
|
|
2005
|
|
1-3 |
p. 235-268
|
artikel
|
| 11 |
Environnements Informatisés et Mathématiques: quels usages pour quels apprentissages?
|
Trouche, Luc
|
|
2004
|
|
1-3 |
p. 181-197
|
artikel
|
| 12 |
Images of the limit of function formed in the course of mathematical studies at the university
|
Przenioslo, Malgorzata
|
|
2004
|
|
1-3 |
p. 103-132
|
artikel
|
| 13 |
Introduction Teaching Situations as Object of Research: Empirical Studies within Theoretical Perspectives
|
Laborde, Colette
|
|
2005
|
|
1-3 |
p. 1-12
|
artikel
|
| 14 |
Macro-Situation and Numerical Knowledge Building: The Role of Pupils’Didactic Memory in Classroom Interactions
|
Flückiger, Annick
|
|
2005
|
|
1-3 |
p. 59-84
|
artikel
|
| 15 |
One, Two, Three and Counting
|
Bruce, R.A.
|
|
2004
|
|
1-3 |
p. 3-26
|
artikel
|
| 16 |
Plotting intersections along the political axis: The interior voice of dissenting mathematics teachers
|
de Freitas, Elizabeth
|
|
2004
|
|
1-3 |
p. 259-274
|
artikel
|
| 17 |
Student teachers’ reflections on their learning process through collaborative problem solving in geometry
|
Bjuland, Raymond
|
|
2004
|
|
1-3 |
p. 199-225
|
artikel
|
| 18 |
Technical instructions for authors
|
|
|
2004
|
|
1-3 |
p. 275-281
|
artikel
|
| 19 |
The Adidactic Interaction with the Procedures of Peers in the Transition from Arithmetic to Algebra: A Milieu for the Emergence of New Questions
|
Sadovsky, Patricia
|
|
2005
|
|
1-3 |
p. 85-112
|
artikel
|
| 20 |
The Forced Autonomy of Mathematics Teachers
|
Skott, Jeppe
|
|
2004
|
|
1-3 |
p. 227-257
|
artikel
|
| 21 |
The functional use of a mathematical sign
|
Berger, Margot
|
|
2004
|
|
1-3 |
p. 81-102
|
artikel
|
| 22 |
Time Management in the Work Economy of A Class, A Case Study: Integration of Cabri in Primary School Mathematics Teaching
|
Assude, Teresa
|
|
2005
|
|
1-3 |
p. 183-203
|
artikel
|
| 23 |
Undergraduate students’ understanding of the contraposition equivalence rule in symbolic and verbal contexts
|
Stylianides, Andreas J.
|
|
2004
|
|
1-3 |
p. 133-162
|
artikel
|
| 24 |
What Can the Teacher Learn in the Classroom?
|
Margolinas, Claire
|
|
2005
|
|
1-3 |
p. 205-234
|
artikel
|
| 25 |
When Classroom Situation is the Unit of Analysis: The Potential Impact on Research in Mathematics Education
|
Bussi, Maria G. Bartolini
|
|
2005
|
|
1-3 |
p. 299-311
|
artikel
|
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