| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Algebraic manipulation as motion within a landscape
|
Wittmann, Michael C.
|
|
2012
|
82 |
2 |
p. 169-181
|
artikel
|
| 2 |
Almost 20 years after: Developments in research on language and mathematics. Review of J. N. Moschkovich (Ed.) (2010)Language and mathematics education: Multiple perspectives and directions for research
|
Sfard, Anna
|
|
2012
|
82 |
2 |
p. 331-339
|
artikel
|
| 3 |
Assessing the potential of mathematics textbooks to promote deep learning
|
Shield, Malcolm
|
|
2012
|
82 |
2 |
p. 183-199
|
artikel
|
| 4 |
Brief Report. Educated adults are still affected by intuitions about the effect of arithmetical operations: evidence from a reaction-time study
|
Vamvakoussi, Xenia
|
|
2012
|
82 |
2 |
p. 323-330
|
artikel
|
| 5 |
Creativity and mathematical problem posing: an analysis of high school students' mathematical problem posing in China and the USA
|
Harpen, Xianwei Y. Van
|
|
2012
|
82 |
2 |
p. 201-221
|
artikel
|
| 6 |
Differences between experts’ and students’ conceptual images of the mathematical structure of Taylor series convergence
|
Martin, Jason
|
|
2012
|
82 |
2 |
p. 267-283
|
artikel
|
| 7 |
Learning to solve addition and subtraction word problems in English as an imported language
|
Verzosa, Debbie Bautista
|
|
2012
|
82 |
2 |
p. 223-244
|
artikel
|
| 8 |
Profound understanding of emergent mathematics: broadening the construct of teachers’ disciplinary knowledge
|
Davis, Brent
|
|
2012
|
82 |
2 |
p. 245-265
|
artikel
|
| 9 |
Teacher-student development in mathematics classrooms: Interrelated zones of free movement and promoted actions
|
Hussain, Mohammed Abdul
|
|
2012
|
82 |
2 |
p. 285-302
|
artikel
|
| 10 |
Towards a local integration of theories: codes and praxeologies in the case of computer-based instruction
|
Gellert, Uwe
|
|
2012
|
82 |
2 |
p. 303-321
|
artikel
|
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