| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Book Review: What is the most important source of teachers’ knowledge? Lianghuo Fan (2014) Investigating the pedagogy of mathematics: how do teachers develop their knowledge?
|
Zhao, Dongchen
|
|
2019
|
102 |
2 |
p. 289-298
|
artikel
|
| 2 |
Early home numeracy activities and later mathematics achievement: early numeracy, interest, and self-efficacy as mediators
|
Zhu, Jinxin
|
|
2019
|
102 |
2 |
p. 173-191
|
artikel
|
| 3 |
Effect sizes, epistemological issues, and identity of mathematics education research: a commentary on editorial 102(1)
|
Proulx, Jérôme
|
|
2019
|
102 |
2 |
p. 299-302
|
artikel
|
| 4 |
Growth in children’s understanding of generalizing and representing mathematical structure and relationships
|
Blanton, Maria
|
|
2019
|
102 |
2 |
p. 193-219
|
artikel
|
| 5 |
Hidden competence: women’s mathematical participation in public and private classroom spaces
|
Ernest, Jessica Brooke
|
|
2019
|
102 |
2 |
p. 153-172
|
artikel
|
| 6 |
“Tending to the midpoint”: an intuitive rule in mathematical thinking
|
Barahmand, Ali
|
|
2019
|
102 |
2 |
p. 221-238
|
artikel
|
| 7 |
The credit system and the summative assessment splitting moment
|
Cabral, Tânia C. B.
|
|
2019
|
102 |
2 |
p. 275-288
|
artikel
|
| 8 |
When the use of cognitive conflict is ineffective—problematic learning situations in geometry
|
Gal, Hagar
|
|
2019
|
102 |
2 |
p. 239-256
|
artikel
|
| 9 |
Why do students write poor proof texts? A case study on undergraduates’ proof writing
|
Azrou, Nadia
|
|
2019
|
102 |
2 |
p. 257-274
|
artikel
|
Tijdschrift beschrijving