| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A comparison of Korean and American secondary school textbooks: the case of quadratic equations
|
Hong, Dae S.
|
|
2013
|
85 |
2 |
p. 241-263
|
artikel
|
| 2 |
Critical mathematics discourse in a high school classroom: examining patterns of student engagement and resistance
|
Brantlinger, Andrew
|
|
2013
|
85 |
2 |
p. 201-220
|
artikel
|
| 3 |
How do exemplary Chinese and U.S. mathematics teachers view instructional coherence?
|
Cai, Jinfa
|
|
2013
|
85 |
2 |
p. 265-280
|
artikel
|
| 4 |
Learning about learner errors in professional learning communities
|
Brodie, Karin
|
|
2013
|
85 |
2 |
p. 221-239
|
artikel
|
| 5 |
Redirecting, progressing, and focusing actions—a framework for describing how teachers use students’ comments to work with mathematics
|
Drageset, Ove Gunnar
|
|
2013
|
85 |
2 |
p. 281-304
|
artikel
|
| 6 |
School mathematics registers in a context of low academic expectations
|
Straehler-Pohl, Hauke
|
|
2013
|
85 |
2 |
p. 175-199
|
artikel
|
| 7 |
Sociomathematical and mathematical norms related to definition in pre-service primary teachers’ discourse
|
Sánchez, Victoria
|
|
2013
|
85 |
2 |
p. 305-320
|
artikel
|
| 8 |
Why and how mathematicians read proofs: further evidence from a survey study
|
Mejia-Ramos, Juan Pablo
|
|
2013
|
85 |
2 |
p. 161-173
|
artikel
|
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