| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A contemporary analysis of the six “Theories of Mathematics Education” theses of Hans-Georg Steiner
|
Törner, Günter
|
|
2007
|
|
1-2 |
p. 155-163
|
artikel
|
| 2 |
Aesthetics as a liberating force in mathematics education?
|
Sinclair, Nathalie
|
|
2008
|
|
1-2 |
p. 45-60
|
artikel
|
| 3 |
A historic overview of the interplay of theology and philosophy in the arts, mathematics and sciences
|
Sriraman, Bharath
|
|
2008
|
|
1-2 |
p. 75-86
|
artikel
|
| 4 |
An interdisciplinary approach to designing online learning: fostering pre-service mathematics teachers’ capabilities in mathematical modelling
|
Geiger, Vince
|
|
2018
|
|
1-2 |
p. 217-232
|
artikel
|
| 5 |
Building a virtual learning community of problem solvers: example of CASMI community
|
Freiman, Viktor
|
|
2008
|
|
1-2 |
p. 245-256
|
artikel
|
| 6 |
Celebration of 50 years of ZDM Mathematics Education
|
Kaiser, Gabriele
|
|
2018
|
|
1-2 |
p. 1-3
|
artikel
|
| 7 |
Conceptualization and measuring of metacognitive modelling competencies: empirical verification of theoretical assumptions
|
Vorhölter, Katrin
|
|
2018
|
|
1-2 |
p. 343-354
|
artikel
|
| 8 |
Considerations on the use of mathematics in modeling activities
|
Almeida, Lourdes Maria Werle de
|
|
2017
|
|
1-2 |
p. 19-30
|
artikel
|
| 9 |
Creativity and interdisciplinarity: one creativity or many creativities?
|
Plucker, Jonathan
|
|
2008
|
|
1-2 |
p. 5-11
|
artikel
|
| 10 |
Developing a mathematical modelling course in a virtual learning environment
|
Orey, Daniel Clark
|
|
2018
|
|
1-2 |
p. 173-185
|
artikel
|
| 11 |
Developing a theory of mathematical growth
|
Tall, David O.
|
|
2006
|
|
1-2 |
p. 145-154
|
artikel
|
| 12 |
Diagnostic competence of primary school mathematics teachers during classroom situations
|
Hoth, Jessica
|
|
2016
|
|
1-2 |
p. 41-53
|
artikel
|
| 13 |
Dialogue on mathematics education: two points of view on the state of the art
|
Eisenberg, Theodore
|
|
2008
|
|
1-2 |
p. 143-149
|
artikel
|
| 14 |
Didactics of mathematics: more than mathematics and school!
|
Straesser, Rudolf
|
|
2007
|
|
1-2 |
p. 165-171
|
artikel
|
| 15 |
Documents on the mathematical education of Edmund Külp (1800–1862), the mathematics teacher of Georg Cantor
|
Schubring, Gert
|
|
2007
|
|
1-2 |
p. 107-118
|
artikel
|
| 16 |
Does interdisciplinary instruction raise students’ interest in mathematics and the subjects of the natural sciences?
|
Michelsen, Claus
|
|
2008
|
|
1-2 |
p. 231-244
|
artikel
|
| 17 |
Do students value modelling problems, and are they confident they can solve such problems? Value and self-efficacy for modelling, word, and intra-mathematical problems
|
Krawitz, Janina
|
|
2017
|
|
1-2 |
p. 143-157
|
artikel
|
| 18 |
Do we all have multicreative potential?
|
Beghetto, Ronald A.
|
|
2008
|
|
1-2 |
p. 39-44
|
artikel
|
| 19 |
Early Career Teachers’ ability to focus on typical students errors in relation to the complexity of a mathematical topic
|
Pankow, Lena
|
|
2016
|
|
1-2 |
p. 55-67
|
artikel
|
| 20 |
Editorial
|
Kaiser, Gabriele
|
|
2007
|
|
1-2 |
p. 1-2
|
artikel
|
| 21 |
Emergent modeling: discrete graphs to support the understanding of change and velocity
|
Doorman, L. M.
|
|
2008
|
|
1-2 |
p. 199-211
|
artikel
|
| 22 |
Empirical research on teaching and learning of mathematical modelling: a survey on the current state-of-the-art
|
Schukajlow, S.
|
|
2018
|
|
1-2 |
p. 5-18
|
artikel
|
| 23 |
Epistemological beliefs of prospective preschool teachers and their relation to knowledge, perception, and planning abilities in the field of mathematics: a process model
|
Dunekacke, Simone
|
|
2015
|
|
1-2 |
p. 125-137
|
artikel
|
| 24 |
Epistemology of mathematical knowledge and teacher–learner interaction
|
Steinbring, Heinz
|
|
2007
|
|
1-2 |
p. 95-106
|
artikel
|
| 25 |
Estimating Iraqi deaths: a case study with implications for mathematics education
|
Greer, Brian
|
|
2008
|
|
1-2 |
p. 105-116
|
artikel
|
| 26 |
Evaluating student perceptions of the roles of mathematics in society following an experimental teaching program
|
Ikeda, Toshikazu
|
|
2018
|
|
1-2 |
p. 259-271
|
artikel
|
| 27 |
Expansive movements in the development of mathematical modeling: analysis from an Activity Theory perspective
|
Galleguillos, Jeannette
|
|
2017
|
|
1-2 |
p. 129-142
|
artikel
|
| 28 |
From solving equations to the meaning of life: mathematics, rationality and values
|
Vinner, Shlomo
|
|
2007
|
|
1-2 |
p. 183-189
|
artikel
|
| 29 |
Further exploration of the classroom video analysis (CVA) instrument as a measure of usable knowledge for teaching mathematics: taking a knowledge system perspective
|
Kersting, Nicole B.
|
|
2015
|
|
1-2 |
p. 97-109
|
artikel
|
| 30 |
Game and decision theory in mathematics education: epistemological, cognitive and didactical perspectives
|
Scholz, Roland W.
|
|
2007
|
|
1-2 |
p. 51-61
|
artikel
|
| 31 |
Hans-Georg Steiner: a life dedicated to the development of didactics of mathematics as a scientific discipline
|
Biehler, Rolf
|
|
2007
|
|
1-2 |
p. 3-30
|
artikel
|
| 32 |
Impact of professional development involving modelling on teachers and their teaching
|
Maass, Katja
|
|
2018
|
|
1-2 |
p. 273-285
|
artikel
|
| 33 |
Instructional decision making and agency of community college mathematics faculty
|
Lande, Elaine
|
|
2015
|
|
1-2 |
p. 199-212
|
artikel
|
| 34 |
Instructional reasoning about interpretations of student thinking that supports responsive teaching in secondary mathematics
|
Dyer, Elizabeth B.
|
|
2015
|
|
1-2 |
p. 69-82
|
artikel
|
| 35 |
Integrating history and philosophy in mathematics education at university level through problem-oriented project work
|
Kjeldsen, Tinne Hoff
|
|
2008
|
|
1-2 |
p. 87-103
|
artikel
|
| 36 |
Interdisciplinarity in mathematics education: psychology, philosophy, aesthetics, modelling and curriculum
|
Sriraman, Bharath
|
|
2008
|
|
1-2 |
p. 1-3
|
artikel
|
| 37 |
Making sense of teaching
|
Schoenfeld, Alan H.
|
|
2016
|
|
1-2 |
p. 239-246
|
artikel
|
| 38 |
Mathematical modelling in teacher education: dealing with institutional constraints
|
Barquero, Berta
|
|
2018
|
|
1-2 |
p. 31-43
|
artikel
|
| 39 |
Mathematical modelling with digital tools—a quantitative study on mathematising with dynamic geometry software
|
Greefrath, Gilbert
|
|
2018
|
|
1-2 |
p. 233-244
|
artikel
|
| 40 |
Mathematical modelling with hands-on experimental tasks: on the student’s sense of credibility
|
Carreira, Susana
|
|
2017
|
|
1-2 |
p. 201-215
|
artikel
|
| 41 |
Mathematical paradoxes as pathways into beliefs and polymathy: an experimental inquiry
|
Sriraman, Bharath
|
|
2008
|
|
1-2 |
p. 29-38
|
artikel
|
| 42 |
Mathematics education research embracing arts and sciences
|
Presmeg, Norma
|
|
2008
|
|
1-2 |
p. 131-141
|
artikel
|
| 43 |
Mathematics learning and aesthetic production
|
Gerstberger, Herbert
|
|
2008
|
|
1-2 |
p. 61-73
|
artikel
|
| 44 |
Measuring mathematics teachers’ professional competence by using video clips (COACTIV video)
|
Bruckmaier, G.
|
|
2016
|
|
1-2 |
p. 111-124
|
artikel
|
| 45 |
Method, certainty and trust across disciplinary boundaries
|
Pimm, David
|
|
2008
|
|
1-2 |
p. 155-159
|
artikel
|
| 46 |
Methodological contributions to video-based studies of classroom teaching and learning: a commentary
|
Borko, Hilda
|
|
2016
|
|
1-2 |
p. 213-218
|
artikel
|
| 47 |
Modelling and the representational imagination
|
Brady, Corey
|
|
2018
|
|
1-2 |
p. 45-59
|
artikel
|
| 48 |
Modelling with authentic data in sixth grade
|
English, Lyn D.
|
|
2017
|
|
1-2 |
p. 103-115
|
artikel
|
| 49 |
New roles for mathematics in multi-disciplinary, upper secondary school projects
|
Andresen, Mette
|
|
2008
|
|
1-2 |
p. 213-222
|
artikel
|
| 50 |
On the death of Gerhard König
|
Kaiser, Gabriele
|
|
2015
|
|
1-2 |
p. 247
|
artikel
|
| 51 |
Open word problems: taking the additive or the multiplicative road?
|
Degrande, Tine
|
|
2017
|
|
1-2 |
p. 91-102
|
artikel
|
| 52 |
Perception, interpretation and decision making: understanding gaps between competence and performance—a commentary
|
Mason, John
|
|
2016
|
|
1-2 |
p. 219-226
|
artikel
|
| 53 |
Pre-service teachers’ experiences within modelling scenarios enriched by digital technologies
|
Villarreal, Mónica E.
|
|
2018
|
|
1-2 |
p. 327-341
|
artikel
|
| 54 |
Professional modellers’ conceptions of the notion of mathematical modelling: ideas for education
|
Frejd, Peter
|
|
2018
|
|
1-2 |
p. 117-127
|
artikel
|
| 55 |
Project organised science studies at university level: exemplarity and interdisciplinarity
|
Blomhøj, Morten
|
|
2008
|
|
1-2 |
p. 183-198
|
artikel
|
| 56 |
Promoting interdisciplinarity through mathematical modelling
|
English, Lyn D.
|
|
2008
|
|
1-2 |
p. 161-181
|
artikel
|
| 57 |
Proofs and hypotheses
|
Jahnke, Hans Niels
|
|
2007
|
|
1-2 |
p. 79-86
|
artikel
|
| 58 |
Reform of the construction of the number system with reference to Gottlob Frege
|
Griesel, Heinz
|
|
2007
|
|
1-2 |
p. 31-38
|
artikel
|
| 59 |
Responding to children’s mathematical thinking in the moment: an emerging framework of teaching moves
|
Jacobs, Victoria R.
|
|
2015
|
|
1-2 |
p. 185-197
|
artikel
|
| 60 |
Robert J. Sternberg, David D. Preiss (Eds.): Intelligence and technology: the impact of tools on the nature and development of human abilities
|
Sriraman, Bharath
|
|
2007
|
|
1-2 |
p. 191-194
|
artikel
|
| 61 |
Semiotic mediation: fragments from a classroom experiment on the coordination of spatial perspectives
|
Bartolini Bussi, Maria G.
|
|
2007
|
|
1-2 |
p. 63-71
|
artikel
|
| 62 |
Socio-epistemological research on mathematical modelling: an empirical approach to teaching and learning
|
Cantoral, Ricardo
|
|
2018
|
|
1-2 |
p. 77-89
|
artikel
|
| 63 |
Students’ interpretations and reasoning about phenomena with negative rates of change throughout a model development sequence
|
Ärlebäck, Jonas B.
|
|
2017
|
|
1-2 |
p. 187-200
|
artikel
|
| 64 |
Supporting mathematical literacy: examples from a cross-curricular project
|
Höfer, Thilo
|
|
2008
|
|
1-2 |
p. 223-230
|
artikel
|
| 65 |
Teacher noticing: enlightening or blinding?
|
Scheiner, Thorsten
|
|
2016
|
|
1-2 |
p. 227-238
|
artikel
|
| 66 |
Teacher professional knowledge and classroom management: on the relation of general pedagogical knowledge (GPK) and classroom management expertise (CME)
|
König, Johannes
|
|
2015
|
|
1-2 |
p. 139-151
|
artikel
|
| 67 |
Teachers’ perception, interpretation, and decision-making: a systematic review of empirical mathematics education research
|
Stahnke, Rebekka
|
|
2016
|
|
1-2 |
p. 1-27
|
artikel
|
| 68 |
The characteristics of mathematical creativity
|
Sriraman, Bharath
|
|
2008
|
|
1-2 |
p. 13-27
|
artikel
|
| 69 |
The decorative impulse: ethnomathematics and Tlingit basketry
|
Mukhopadhyay, Swapna
|
|
2008
|
|
1-2 |
p. 117-130
|
artikel
|
| 70 |
The harmony of opposites: a response to a response
|
Presmeg, Norma
|
|
2008
|
|
1-2 |
p. 151-153
|
artikel
|
| 71 |
The impact of linguistic complexity on the solution of mathematical modelling tasks
|
Plath, Jennifer
|
|
2017
|
|
1-2 |
p. 159-171
|
artikel
|
| 72 |
The mutual influence of theory and practice in mathematics education: implications for research and teaching
|
Bazzini, Luciana
|
|
2007
|
|
1-2 |
p. 119-125
|
artikel
|
| 73 |
The onto-semiotic approach to research in mathematics education
|
Godino, Juan D.
|
|
2007
|
|
1-2 |
p. 127-135
|
artikel
|
| 74 |
Theoretical and methodological challenges in measuring instructional quality in mathematics education using classroom observations
|
Schlesinger, Lena
|
|
2016
|
|
1-2 |
p. 29-40
|
artikel
|
| 75 |
The role of mathematics in educational systems
|
D’Ambrosio, Ubiratan
|
|
2007
|
|
1-2 |
p. 173-181
|
artikel
|
| 76 |
The role of perception, interpretation, and decision making in the development of beginning teachers’ competence
|
Santagata, Rossella
|
|
2015
|
|
1-2 |
p. 153-165
|
artikel
|
| 77 |
The use of heuristic strategies in modelling activities
|
Stender, Peter
|
|
2017
|
|
1-2 |
p. 315-326
|
artikel
|
| 78 |
Towards an authentic teaching of mathematics: Hans-Georg Steiner’s contribution to the reform of mathematics teaching
|
Vollrath, Hans-Joachim
|
|
2007
|
|
1-2 |
p. 39-50
|
artikel
|
| 79 |
Towards a professional development framework for mathematical modelling: the case of Singapore teachers
|
Kit Ee Dawn, NG
|
|
2018
|
|
1-2 |
p. 287-300
|
artikel
|
| 80 |
Towards theoretical foundations of mathematics education
|
Laborde, Colette
|
|
2007
|
|
1-2 |
p. 137-144
|
artikel
|
| 81 |
Training mathematics teachers for realistic math problems: a case of modeling-based teacher education courses
|
Sevinc, Serife
|
|
2017
|
|
1-2 |
p. 301-314
|
artikel
|
| 82 |
Uncovering predictors of disagreement: ensuring the quality of expert ratings
|
Hoth, Jessica
|
|
2016
|
|
1-2 |
p. 83-95
|
artikel
|
| 83 |
Using large scale data creatively: implications for instruction
|
Leder, Gilah C.
|
|
2007
|
|
1-2 |
p. 87-94
|
artikel
|
| 84 |
Using multimedia questionnaires to study influences on the decisions mathematics teachers make in instructional situations
|
Herbst, Patricio
|
|
2015
|
|
1-2 |
p. 167-183
|
artikel
|
| 85 |
Visualisation and proof: a brief survey of philosophical perspectives
|
Hanna, Gila
|
|
2007
|
|
1-2 |
p. 73-78
|
artikel
|
| 86 |
Ways to teach modelling—a 50 year study
|
Burkhardt, Hugh
|
|
2017
|
|
1-2 |
p. 61-75
|
artikel
|
| 87 |
“Why do I have to learn this?” A case study on students’ experiences of the relevance of mathematical modelling activities
|
Hernandez-Martinez, Paul
|
|
2017
|
|
1-2 |
p. 245-257
|
artikel
|
Tijdschrift beschrijving