| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Analysing Cognitive Learning Processes through Group Interviews of Successful High School Pupils: Development and Use of a Model
|
Dahl, Bettina
|
|
2004
|
56 |
2-3 |
p. 129-155
|
artikel
|
| 2 |
Announcement: The International Commission on Mathematical Instruction: The ICMI Felix Klein and Hans Freudenthal Medals for 2003
|
|
|
2004
|
56 |
2-3 |
p. 373-377
|
artikel
|
| 3 |
Can collaborative concept mapping create mathematically productive discourses?
|
Ryve, Andreas
|
|
2004
|
56 |
2-3 |
p. 157-177
|
artikel
|
| 4 |
Characterizing Practices Associated with Functions in Middle School Textbooks: An Empirical Approach
|
Mesa, Vilma
|
|
2004
|
56 |
2-3 |
p. 255-286
|
artikel
|
| 5 |
Discussion Document: The Fifteenth ICMI Study: The Professional Education and Development of Teachers of Mathematics: The International Commission on Mathematical Instruction
|
|
|
2004
|
56 |
2-3 |
p. 359-372
|
artikel
|
| 6 |
How Can Teaching Aids Improve the Quality of Mathematics Education
|
Ahmed, Afzal
|
|
2004
|
56 |
2-3 |
p. 313-328
|
artikel
|
| 7 |
Our response to Adam, Alangui and Barton’s ‘‘A Comment on Rowlands & Carson ‘Where would Formal, Academic Mathematics stand in a Curriculum informed by Ethnomathematics? A Critical Review’~’‘
|
Rowlands, Stuart
|
|
2004
|
56 |
2-3 |
p. 329-342
|
artikel
|
| 8 |
Realization of Techniques in Problem Solving: The Construction of Bijections for Enumeration Tasks
|
Mamona-Downs, Joanna
|
|
2004
|
56 |
2-3 |
p. 235-253
|
artikel
|
| 9 |
Semantic and Syntactic Proof Productions
|
Weber, Keith
|
|
2004
|
56 |
2-3 |
p. 209-234
|
artikel
|
| 10 |
Student Views of Computer-Based Mathematics in the Middle Years: Does Gender Make a Difference?
|
Vale, Colleen M.
|
|
2004
|
56 |
2-3 |
p. 287-312
|
artikel
|
| 11 |
The predictive power of intuitive rules: A critical analysis of the impact of ‘more A–more B’ and ‘same A–same B’
|
Van Dooren, Wim
|
|
2004
|
56 |
2-3 |
p. 179-207
|
artikel
|
| 12 |
Those who can, teach: addressing the crisis in mathematics in UK schools and universities
|
Cooper, Paul
|
|
2004
|
56 |
2-3 |
p. 343-357
|
artikel
|
| 13 |
Volume Contents
|
|
|
2004
|
56 |
2-3 |
p. 379-380
|
artikel
|
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