| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A characterization of a unified notion of mathematical function: the case of high school function and linear transformation
|
Zandieh, Michelle
|
|
2016
|
95 |
1 |
p. 21-38
|
artikel
|
| 2 |
Astonishment: a post-constructivist investigation into mathematics as passion
|
Roth, Wolff-Michael
|
|
2016
|
95 |
1 |
p. 97-111
|
artikel
|
| 3 |
Dialogue between theories interpreted as research praxeologies: the case of APOS and the ATD
|
Bosch, Marianna
|
|
2016
|
95 |
1 |
p. 39-52
|
artikel
|
| 4 |
Make a drawing. Effects of strategic knowledge, drawing accuracy, and type of drawing on students’ mathematical modelling performance
|
Rellensmann, Johanna
|
|
2016
|
95 |
1 |
p. 53-78
|
artikel
|
| 5 |
Review of “All positive action starts with criticism: Hans Freudenthal and the didactics of mathematics” (2015). Translated from “Elke positieve actie begint met critiek: Hans Freudenthal en de didactiek van de wiskunde” by Sacha la Bastide-van Gemert (Springer, 2006). English translation by Marianne Vincken and William Third, co-ordinated by Arthur Bakker
|
Greer, Brian
|
|
2017
|
95 |
1 |
p. 113-122
|
artikel
|
| 6 |
The secondary-tertiary transition viewed as a change in mathematical cultures: an exploration concerning symbolism and its use
|
Corriveau, Claudia
|
|
2016
|
95 |
1 |
p. 1-19
|
artikel
|
| 7 |
We all as a family are graduating tonight: a case for mathematical knowledge for parental involvement
|
Knapp, Andrea
|
|
2016
|
95 |
1 |
p. 79-95
|
artikel
|
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