| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Abstracting in the context of Spontaneous Learning
|
Williams, Gaye
|
|
2007
|
|
2 |
p. 69-88
|
artikel
|
| 2 |
Abstracting processes, from individuals’ constructing of knowledge to a group’s “shared knowledge”
|
Hershkowitz, Rina
|
|
2007
|
|
2 |
p. 41-68
|
artikel
|
| 3 |
Abstraction as a natural process of mental compression
|
Gray, Eddie
|
|
2007
|
|
2 |
p. 23-40
|
artikel
|
| 4 |
Abstraction in mathematics learning
|
Mitchelmore, Michael
|
|
2007
|
|
2 |
p. 1-9
|
artikel
|
| 5 |
A case of the inapplicability of the Rasch model: Mapping conceptual learning
|
Stacey, Kaye
|
|
2006
|
|
2 |
p. 77-92
|
artikel
|
| 6 |
A case study of effective practice in mathematics teaching and learning informed by Valsiner’s zone theory
|
Geiger, Vince
|
|
2017
|
|
2 |
p. 143-161
|
artikel
|
| 7 |
A developmental multimodal model for multiplication and division
|
Mulligan, Joanne
|
|
1998
|
|
2 |
p. 61-86
|
artikel
|
| 8 |
A developmental scale of mental computation with part-whole numbers
|
Callingham, Rosemary
|
|
2004
|
|
2 |
p. 69-86
|
artikel
|
| 9 |
A dialectical approach to the formation of mathematical abstractions
|
Ozmantar, Mehmet Fatih
|
|
2007
|
|
2 |
p. 89-112
|
artikel
|
| 10 |
Affect and mathematics education
|
Leder, Gilah
|
|
2005
|
|
2 |
p. 1-8
|
artikel
|
| 11 |
A framework for mathematics graphical tasks: the influence of the graphic element on student sense making
|
Lowrie, Tom
|
|
2012
|
|
2 |
p. 169-187
|
artikel
|
| 12 |
A longitudinal study of student understanding of chance and data
|
Watson, Jane
|
|
2006
|
|
2 |
p. 40-55
|
artikel
|
| 13 |
A marriage of continuance: professional development for mathematics lecturers
|
Barton, Bill
|
|
2014
|
|
2 |
p. 147-164
|
artikel
|
| 14 |
Analysing the implemented curriculum of mathematics in preschool education
|
Zacharos, Konstantinos
|
|
2013
|
|
2 |
p. 151-167
|
artikel
|
| 15 |
Analysis of primary school children’s abilities and strategies for reading and recording time from analogue and digital clocks
|
Boulton-Lewis, Gillian
|
|
1997
|
|
2 |
p. 136-151
|
artikel
|
| 16 |
Applying constructivist theory to practice in a technology-based learning environment
|
Forster, Patricia
|
|
1999
|
|
2 |
p. 81-93
|
artikel
|
| 17 |
Applying the rasch rating scale model to gain insights into students’ conceptualisation of quality mathematics instruction
|
Bradley, Kelly
|
|
2006
|
|
2 |
p. 11-26
|
artikel
|
| 18 |
Appreciating mathematical structure for all
|
Mason, John
|
|
2009
|
|
2 |
p. 10-32
|
artikel
|
| 19 |
Approaches to investigating young children’s mathematical activity
|
Way, Jennifer
|
|
|
|
2 |
p. 281-286
|
artikel
|
| 20 |
Are the words as important as the concepts? Using pedagogical language knowledge to expand analysis of mathematics teaching with linguistically diverse students
|
Zahner, William
|
|
|
|
2 |
p. 457-477
|
artikel
|
| 21 |
Assessing metacognition of grade 2 and grade 4 students using an adaptation of multi-method interview approach during mathematics problem-solving
|
Kuzle, A.
|
|
2017
|
|
2 |
p. 185-207
|
artikel
|
| 22 |
Assessing spatial reasoning during play: educator observations, assessment and curriculum planning
|
Pollitt, Rachel
|
|
|
|
2 |
p. 331-363
|
artikel
|
| 23 |
A tantalising journey
|
Owens, Kay
|
|
2000
|
|
2 |
p. 170-172
|
artikel
|
| 24 |
A typology of mathematics teachers’ beliefs about teaching and learning mathematics and instructional practices
|
(Tasos) Barkatsas, Anastasios
|
|
2005
|
|
2 |
p. 69-90
|
artikel
|
| 25 |
Awareness of pattern and structure in early mathematical development
|
Mulligan, Joanne
|
|
2009
|
|
2 |
p. 33-49
|
artikel
|
| 26 |
Blended-format professional development and the emergence of communities of practice
|
Hodges, Thomas E.
|
|
2012
|
|
2 |
p. 299-316
|
artikel
|
| 27 |
Blocking the growth of mathematical understanding: A challenge for teaching
|
Towers, Jo
|
|
2002
|
|
2 |
p. 121-132
|
artikel
|
| 28 |
Book review
|
FitzSimons, Gail E.
|
|
1997
|
|
2 |
p. 244-247
|
artikel
|
| 29 |
Bounded learning progressions: a framework to capture young children’s development of mathematical activity in play-based contexts
|
Cutting, Chelsea
|
|
|
|
2 |
p. 317-337
|
artikel
|
| 30 |
Bridging a cultural gap
|
Leviatan, Talma
|
|
2008
|
|
2 |
p. 105-116
|
artikel
|
| 31 |
Bringing teaching to teacher education
|
Mousley, Judith
|
|
1999
|
|
2 |
p. 149-153
|
artikel
|
| 32 |
Calculus students’ ability to solve geometric related-rates problems
|
Martin, Tami
|
|
2000
|
|
2 |
p. 74-91
|
artikel
|
| 33 |
Caring teaching practices in multiethnic mathematics classrooms: attending to health and well-being
|
Averill, Robin
|
|
2012
|
|
2 |
p. 105-128
|
artikel
|
| 34 |
Cas-enabled technologies as ‘agents provocateurs’ in teaching and learning mathematical modelling in secondary school classrooms
|
Geiger, Vince
|
|
2010
|
|
2 |
p. 48-68
|
artikel
|
| 35 |
Challenging preservice secondary mathematics teachers’ conceptions of function
|
McCulloch, Allison W.
|
|
|
|
2 |
p. 343-368
|
artikel
|
| 36 |
Classroom observation data and instruction in primary mathematics education: improving design and rigour
|
Thompson, Carla J.
|
|
2013
|
|
2 |
p. 301-323
|
artikel
|
| 37 |
Cognition in the formal modes: Research mathematics and the SOLO taxonomy
|
Chick, Helen
|
|
1998
|
|
2 |
p. 4-26
|
artikel
|
| 38 |
Cognitive load and modelling of an algebra problem
|
Chinnappan, Mohan
|
|
2010
|
|
2 |
p. 8-23
|
artikel
|
| 39 |
Cognitive models underlying algebraic and non-algebraic solutions to unequal partition problems
|
MacGregor, Mollie
|
|
1998
|
|
2 |
p. 46-60
|
artikel
|
| 40 |
Collaborative innovations with rural and regional secondary teachers: enhancing student learning in mathematics
|
Pegg, John
|
|
2011
|
|
2 |
p. 149-167
|
artikel
|
| 41 |
Commognitive analysis of undergraduate mathematics students’ first encounter with the subgroup test
|
Ioannou, Marios
|
|
2017
|
|
2 |
p. 117-142
|
artikel
|
| 42 |
Competing influences that impact preservice teachers
|
Daniel, Leah
|
|
|
|
2 |
p. 383-408
|
artikel
|
| 43 |
Conceptualising critical mathematical thinking in young students
|
Monteleone, Chrissy
|
|
|
|
2 |
p. 339-359
|
artikel
|
| 44 |
Conceptual mis(understandings) of fractions: From area models to multiple embodiments
|
Zhang, Xiaofen
|
|
2014
|
|
2 |
p. 233-261
|
artikel
|
| 45 |
Concrete and formal arguments: The case of division by zero
|
Tsamir, Pessia
|
|
2000
|
|
2 |
p. 92-106
|
artikel
|
| 46 |
Correction to: Changes in mathematics teachers’ self-reported beliefs and practices over the course of a blended continuing professional development programme
|
Calleja, James
|
|
|
|
2 |
p. 481
|
artikel
|
| 47 |
Correction to: Characteristics of high enjoyment teachers of mathematics in primary schools
|
Russo, James
|
|
|
|
2 |
p. 479
|
artikel
|
| 48 |
Creating algorithms by accounting for features of the solution: the case of pursuing maximum happiness
|
Moala, John Griffith
|
|
|
|
2 |
p. 263-284
|
artikel
|
| 49 |
Cultural horizons for mathematics
|
Owens, Kay
|
|
2011
|
|
2 |
p. 253-274
|
artikel
|
| 50 |
Data representation and interpretation by primary school students working in groups
|
Chick, Helen
|
|
2001
|
|
2 |
p. 91-111
|
artikel
|
| 51 |
Defining mathematical problems and problem solving: prospective primary teachers’ beliefs in Cyprus and England
|
Xenofontos, Constantinos
|
|
2013
|
|
2 |
p. 279-299
|
artikel
|
| 52 |
Demonstration lessons in mathematics education: teachers’ observation foci and intended changes in practice
|
Clarke, Doug
|
|
2012
|
|
2 |
p. 207-230
|
artikel
|
| 53 |
Developing mathematics understanding and abstraction: The case of equivalence in the elementary years
|
Warren, Elizabeth
|
|
2009
|
|
2 |
p. 76-95
|
artikel
|
| 54 |
Developing number sense with Fingu: a preschooler’s embodied mathematics during interactions with a multi-touch digital game
|
Tucker, Stephen I.
|
|
|
|
2 |
p. 393-417
|
artikel
|
| 55 |
Developing students’ functional thinking in algebra through different visualisations of a growing pattern’s structure
|
Wilkie, Karina J.
|
|
2015
|
|
2 |
p. 223-243
|
artikel
|
| 56 |
Developing understanding of number system structure from the history of mathematics
|
Nataraj, Mala Saraswathy
|
|
2009
|
|
2 |
p. 96-115
|
artikel
|
| 57 |
Development of the concept of statistical variation: An exploratory study
|
Torok, Rob
|
|
2000
|
|
2 |
p. 147-169
|
artikel
|
| 58 |
Different disciplines, different transitions
|
Wood, Leigh
|
|
2008
|
|
2 |
p. 117-134
|
artikel
|
| 59 |
Discovering key interactions. How student interactions relate to progress in mathematical generalization
|
Varhol, Astrid
|
|
|
|
2 |
p. 365-382
|
artikel
|
| 60 |
Does advanced mathematics help students enter university more than basic mathematics? Gender and returns to year 12 mathematics in Australia
|
Sikora, Joanna
|
|
2018
|
|
2 |
p. 197-218
|
artikel
|
| 61 |
Easier analysis and better reporting: Modelling ordinal data in mathematics education research
|
Doig, Brian
|
|
2006
|
|
2 |
p. 56-76
|
artikel
|
| 62 |
Editorial
|
Barton, Bill
|
|
2001
|
|
2 |
p. 73
|
artikel
|
| 63 |
Editorial
|
Barton, Bill
|
|
2002
|
|
2 |
p. 85-86
|
artikel
|
| 64 |
Editorial
|
Barton, Bill
|
|
2003
|
|
2 |
p. 84-86
|
artikel
|
| 65 |
Editorial
|
Forgasz, Helen
|
|
2004
|
|
2 |
p. 1-2
|
artikel
|
| 66 |
Editorial
|
Jorgensen, Robyn
|
|
2014
|
|
2 |
p. 129-130
|
artikel
|
| 67 |
Effects of reading-oriented tasks on students’ reading comprehension of geometry proof
|
Yang, Kai-Lin
|
|
2012
|
|
2 |
p. 215-238
|
artikel
|
| 68 |
Enriching student concept images: Teaching and learning fractions through a multiple-embodiment approach
|
Zhang, Xiaofen
|
|
2014
|
|
2 |
p. 201-231
|
artikel
|
| 69 |
Erratum to: A framework for assessing middle school students’ thinking in conditional probability and independence
|
Tarr, James E.
|
|
1997
|
|
2 |
p. 250-251
|
artikel
|
| 70 |
Erratum to: The work of Glendon Lean on the Counting Systems of Papua New Guinea and Oceania
|
Owens, Kay
|
|
2001
|
|
2 |
p. 161
|
artikel
|
| 71 |
Ethnomathematical ideas in the curriculum
|
Adam, Shehenaz
|
|
2004
|
|
2 |
p. 49-68
|
artikel
|
| 72 |
Evaluating the impact of a Spatial Reasoning Mathematics Program (SRMP) intervention in the primary school
|
Mulligan, Joanne
|
|
|
|
2 |
p. 285-305
|
artikel
|
| 73 |
Examining equity of opportunities for learning mathematics through positioning theory
|
Tait-McCutcheon, Sandi L.
|
|
2016
|
|
2 |
p. 327-348
|
artikel
|
| 74 |
Exploring differences in practicing teachers’ knowledge use in a dynamic and static proportional task
|
Brown, Rachael Eriksen
|
|
|
|
2 |
p. 419-436
|
artikel
|
| 75 |
Exploring teachers’ use of, and students’ reactions to, challenging mathematics tasks
|
Sullivan, Peter
|
|
2013
|
|
2 |
p. 193-213
|
artikel
|
| 76 |
Exploring the classroom practices that may enable a compassionate approach to financial literacy education
|
Blue, Levon Ellen
|
|
2017
|
|
2 |
p. 143-164
|
artikel
|
| 77 |
Exploring the mathematical confidence of Indigenous preservice teachers in a remote teacher education program
|
Thornton, Steve
|
|
2011
|
|
2 |
p. 235-252
|
artikel
|
| 78 |
Facilitating and direct guidance in student-centered classrooms: addressing “lines or pieces” difficulty
|
Ding, Meixia
|
|
2014
|
|
2 |
p. 353-376
|
artikel
|
| 79 |
First-year and final-year undergraduate students’ perceptions of university mathematics departments
|
Hall, Jennifer
|
|
|
|
2 |
p. 189-214
|
artikel
|
| 80 |
(Fish) food for thought: Authority shifts in the interaction between mathematics and reality
|
Peled, Irit
|
|
2010
|
|
2 |
p. 108-120
|
artikel
|
| 81 |
Folding back in students’ construction of mathematical generalizations within a dynamic geometry environment
|
Yao, Xiangquan
|
|
|
|
2 |
p. 241-268
|
artikel
|
| 82 |
Fostering number sense in low SES children: a comparison between low- and high-intensity interventions
|
Tonizzi, Irene
|
|
|
|
2 |
p. 345-363
|
artikel
|
| 83 |
Graphical construction of a local perspective on differentiation and integration
|
Hong, Ye Yoon
|
|
2014
|
|
2 |
p. 183-200
|
artikel
|
| 84 |
Growing research groves to visualize young students’ learning in small groups
|
Knox, Joanne
|
|
|
|
2 |
p. 401-425
|
artikel
|
| 85 |
Has constructivism become too comfortable?
|
Ellerton, Nerida F.
|
|
1997
|
|
2 |
p. 119-121
|
artikel
|
| 86 |
How different is it really? – rural and urban primary students’ use of ICT in mathematics
|
Loong, Esther
|
|
2011
|
|
2 |
p. 189-211
|
artikel
|
| 87 |
How high is the tramping track? Mathematising and applying in a calculus model-eliciting activity
|
Yoon, Caroline
|
|
2010
|
|
2 |
p. 141-157
|
artikel
|
| 88 |
How much does facilitation matter? Comparing externally and participant-facilitated, MQI-based video clubs
|
Mitchell, Rebecca
|
|
|
|
2 |
p. 369-392
|
artikel
|
| 89 |
How structure sense for algebraic expressions or equations is related to structure sense for abstract algebra
|
Novotná, Jarmila
|
|
2008
|
|
2 |
p. 93-104
|
artikel
|
| 90 |
Identifying cognitive engagement in the mathematics classroom
|
Helme, Sue
|
|
2001
|
|
2 |
p. 133-153
|
artikel
|
| 91 |
Identifying routines in the discourse of undergraduate students when defining
|
Fernández-León, Aurora
|
|
|
|
2 |
p. 301-319
|
artikel
|
| 92 |
Implementing a reform-oriented pedagogy: challenges for novice secondary mathematics teachers
|
Lewis, Gary M.
|
|
2014
|
|
2 |
p. 399-419
|
artikel
|
| 93 |
Implications for intervention: categorising the quantitative mental imagery of children
|
Thomas, Jonathan Norris
|
|
2012
|
|
2 |
p. 231-256
|
artikel
|
| 94 |
Improving numeracy education in rural schools: a professional development approach
|
Goos, Merrilyn
|
|
2011
|
|
2 |
p. 129-148
|
artikel
|
| 95 |
Influences of indigenous language on spatial frames of reference in Aboriginal English
|
Edmonds-Wathen, Cris
|
|
2013
|
|
2 |
p. 169-192
|
artikel
|
| 96 |
In search of the mechanisms that enable transfer from spatial reasoning to mathematics understanding
|
Lowrie, Tom
|
|
|
|
2 |
p. 175-188
|
artikel
|
| 97 |
Instructional characteristics in mathematics classrooms: relationships to achievement goal orientation and student engagement
|
Lazarides, Rebecca
|
|
2017
|
|
2 |
p. 201-217
|
artikel
|
| 98 |
Introduction to MERJ special issue, “Theoretical foundations of engagement in mathematics: empirical studies from the field”
|
Carmichael, Colin
|
|
2017
|
|
2 |
p. 131-132
|
artikel
|
| 99 |
Introductory algebra: Four approaches or one?
|
Redden, Ted
|
|
1999
|
|
2 |
p. 145-148
|
artikel
|
| 100 |
Investigating parental roles in students’ learning of mathematics from a cross-national perspective
|
Cai, Jinfa
|
|
2003
|
|
2 |
p. 87-106
|
artikel
|
| 101 |
Investigating students’ academic numeracy in 1st level university courses
|
Galligan, Linda
|
|
2014
|
|
2 |
p. 129-145
|
artikel
|
| 102 |
Investigating young children’s learning of mass measurement
|
Cheeseman, Jill
|
|
2013
|
|
2 |
p. 131-150
|
artikel
|
| 103 |
Is the key to better PISA math scores improving spatial skills?
|
Sorby, Sheryl A.
|
|
|
|
2 |
p. 213-233
|
artikel
|
| 104 |
Is thereLife afterModelling? Student conceptions of mathematics
|
Houston, Ken
|
|
2010
|
|
2 |
p. 69-80
|
artikel
|
| 105 |
It’s just as well kids don’t vote: the positioning of children through public discourse around national testing
|
Lange, Troels
|
|
2014
|
|
2 |
p. 377-397
|
artikel
|
| 106 |
“Juntos pero no revueltos”: microaggressions and language in the mathematics education of non-dominant Latinas/os
|
LópezLeiva, Carlos A.
|
|
2014
|
|
2 |
p. 421-438
|
artikel
|
| 107 |
Knowledge concerning the mathematical horizon: a close view
|
Guberman, Raisa
|
|
2014
|
|
2 |
p. 165-182
|
artikel
|
| 108 |
Learners’ engagement in mathematics—theories, frameworks and results
|
Sträßer, Rudolf
|
|
2017
|
|
2 |
p. 255-259
|
artikel
|
| 109 |
Learning and teaching mathematics: A cognitive perspective
|
Boulton-Lewis, Gillian
|
|
1998
|
|
2 |
p. 1-3
|
artikel
|
| 110 |
Learning to teach upper primary school algebra: changes to teachers’ mathematical knowledge for teaching functional thinking
|
Wilkie, Karina J
|
|
2015
|
|
2 |
p. 245-275
|
artikel
|
| 111 |
Linear geometric number patterns: Middle school students’ strategies
|
Bishop, Joyee
|
|
2000
|
|
2 |
p. 107-126
|
artikel
|
| 112 |
Linking comparing and contrasting, generalising and justifying: a case study of primary students’ levels of justifying
|
Widjaja, Wanty
|
|
|
|
2 |
p. 321-343
|
artikel
|
| 113 |
List of reviewers
|
|
|
1997
|
|
2 |
p. 248-249
|
artikel
|
| 114 |
Making images and noticing properties: The role of graphing software in mathematical generalisation
|
Martin, Lyndon
|
|
2003
|
|
2 |
p. 171-186
|
artikel
|
| 115 |
Mathematics anxiety and mathematics achievement
|
Sherman, Brian F.
|
|
2003
|
|
2 |
p. 138-150
|
artikel
|
| 116 |
MERJ special issue—editorial
|
McPhan, Greg
|
|
2011
|
|
2 |
p. 77-81
|
artikel
|
| 117 |
Modelling mathematics problem solving item responses using a multidimensional IRT model
|
Wu, Margaret
|
|
2006
|
|
2 |
p. 93-113
|
artikel
|
| 118 |
Motivation and engagement in mathematics: a qualitative framework for teacher-student interactions
|
Durksen, Tracy L.
|
|
2017
|
|
2 |
p. 163-181
|
artikel
|
| 119 |
Motivation for math in rural schools: student and teacher perspectives
|
Hardré, Patricia L.
|
|
2011
|
|
2 |
p. 213-233
|
artikel
|
| 120 |
Noticing numeracy now! Examining changes in preservice teachers’ noticing, knowledge, and attitudes
|
Fisher, Molly H.
|
|
2017
|
|
2 |
p. 209-232
|
artikel
|
| 121 |
Nurturing the next generation
|
Perry, Bob
|
|
1999
|
|
2 |
p. 79-80
|
artikel
|
| 122 |
Patterns of non-verbal social interactions within intensive mathematics intervention contexts
|
Thomas, Jonathan Norris
|
|
2015
|
|
2 |
p. 277-302
|
artikel
|
| 123 |
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Primary teachers’ representations of division: assessing mathematical knowledge that has pedagogical potential
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Roche, Anne
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