| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A “Curling teacher” in mathematics education: teacher identities and pedagogy development
|
Andersson, Annica
|
|
2011
|
|
4 |
p. 437-454
|
artikel
|
| 2 |
A design study to develop young children’s understanding of multiplication and division
|
Bicknell, Brenda
|
|
2016
|
|
4 |
p. 567-583
|
artikel
|
| 3 |
Analysing the mathematical activity in a modelling process from the cognitive and onto-semiotic perspectives
|
Ledezma, Carlos
|
|
|
|
4 |
p. 715-741
|
artikel
|
| 4 |
Analysis of mathematical proving in geometry based on Habermas’ construct of rationality
|
Urhan, Selin
|
|
|
|
4 |
p. 929-959
|
artikel
|
| 5 |
Analyzing student teachers’ use of theory in their reflections on mathematics teaching practice
|
Oonk, Wil
|
|
|
|
4 |
p. 563-588
|
artikel
|
| 6 |
An Early Mathematical Patterning Assessment: identifying young Australian Indigenous children’s patterning skills
|
Papic, Marina
|
|
2015
|
|
4 |
p. 519-534
|
artikel
|
| 7 |
An examination of reasoning and proof opportunities in three differently organized secondary mathematics textbook units
|
Davis, Jon D.
|
|
2012
|
|
4 |
p. 467-491
|
artikel
|
| 8 |
An exploration of teacher and student perceptions of blended learning in four secondary mathematics classrooms
|
Attard, Catherine
|
|
|
|
4 |
p. 719-740
|
artikel
|
| 9 |
An inferentialist perspective on the coordination of actions and reasons involved in making a statistical inference
|
Bakker, Arthur
|
|
2017
|
|
4 |
p. 455-470
|
artikel
|
| 10 |
An introduction to inferentialism in mathematics education
|
Derry, Jan
|
|
2017
|
|
4 |
p. 403-418
|
artikel
|
| 11 |
A professional experience learning community for secondary mathematics: developing pre-service teachers’ reflective practice
|
Cavanagh, Michael
|
|
2015
|
|
4 |
p. 471-490
|
artikel
|
| 12 |
Aspirations for mathematics learning: the voice of primary mathematics middle leaders
|
Roche, Anne
|
|
|
|
4 |
p. 741-765
|
artikel
|
| 13 |
Balancing on the edge of competency-oriented versus procedural-oriented practices: orchestrating whole-class discussions of complex mathematical problems
|
Larsson, Maria
|
|
2012
|
|
4 |
p. 447-465
|
artikel
|
| 14 |
Ben’s perception of space and subitizing activity: a constructivist teaching experiment
|
MacDonald, Beth L.
|
|
2015
|
|
4 |
p. 563-584
|
artikel
|
| 15 |
Changes in mathematics teachers’ self-reported beliefs and practices over the course of a blended continuing professional development programme
|
Calleja, James
|
|
|
|
4 |
p. 835-861
|
artikel
|
| 16 |
Conceptualisations of infinity by primary pre-service teachers
|
Date-Huxtable, Elizabeth
|
|
2018
|
|
4 |
p. 545-567
|
artikel
|
| 17 |
Consolidating understanding of variation as part of STEM: experimenting with plant growth
|
Watson, Jane
|
|
|
|
4 |
p. 961-999
|
artikel
|
| 18 |
Constructing shared mathematical meanings in the classroom with digital artifacts that simulate real-world phenomena
|
Swidan, Osama
|
|
|
|
4 |
p. 789-811
|
artikel
|
| 19 |
Constructionism and the space of reasons
|
Mackrell, Kate
|
|
2017
|
|
4 |
p. 419-435
|
artikel
|
| 20 |
Constructivist Learning Design for Advanced-Level Mathematics in Singapore classrooms
|
Tan, Liang Soon
|
|
|
|
4 |
p. 661-677
|
artikel
|
| 21 |
Construct maps and item frameworks: an example in proportional reasoning
|
Carney, Michele B.
|
|
|
|
4 |
p. 849-877
|
artikel
|
| 22 |
Correction to: “Let us discuss math”; Effects of shift-problem lessons on mathematical discussions and level raising in early algebra
|
Calor, Sharon M.
|
|
|
|
4 |
p. 765-767
|
artikel
|
| 23 |
Correction to: Teachers as designers of instructional tasks
|
Kaur, Berinderjeet
|
|
|
|
4 |
p. 1001
|
artikel
|
| 24 |
Correction to: Teachers as designers of instructional tasks
|
Kaur, Berinderjeet
|
|
|
|
4 |
p. 1003
|
artikel
|
| 25 |
Correction to: Teaching interrelated concepts of fraction for understanding and teacher’s pedagogical content knowledge
|
Getenet, Seyum
|
|
|
|
4 |
p. 683-684
|
artikel
|
| 26 |
Correction to: The use of lecture capture in university mathematics education: a systematic review of the research literature
|
Lindsay, Euan
|
|
|
|
4 |
p. 933
|
artikel
|
| 27 |
Cost, price and profit: what influences students’ decisions about fundraising?
|
Sawatzki, Carly
|
|
2018
|
|
4 |
p. 525-544
|
artikel
|
| 28 |
Curriculum enactment patterns and associated factors from teachers’ perspectives
|
Son, Ji-Won
|
|
2016
|
|
4 |
p. 585-614
|
artikel
|
| 29 |
Developing fair tests for mathematics curriculum comparison studies: the role of content analyses
|
Chávez, Óscar
|
|
2011
|
|
4 |
p. 397-416
|
artikel
|
| 30 |
Developing learning environments which support early algebraic reasoning: a case from a New Zealand primary classroom
|
Hunter, Jodie
|
|
2014
|
|
4 |
p. 659-682
|
artikel
|
| 31 |
Development and application of a two-tier diagnostic instrument to assess middle-years students’ proportional reasoning
|
Hilton, Annette
|
|
2013
|
|
4 |
p. 523-545
|
artikel
|
| 32 |
Difficulties in initial algebra learning in Indonesia
|
Jupri, Al
|
|
2014
|
|
4 |
p. 683-710
|
artikel
|
| 33 |
Discovering diverse students’ funds of knowledge related to finance: Pāsifika students in New Zealand
|
Hunter, Jodie
|
|
2019
|
|
4 |
p. 419-439
|
artikel
|
| 34 |
Do prototypical constructions and self-attributes of presented drawings affect the construction and validation of proofs?
|
Haj-Yahya, Aehsan
|
|
|
|
4 |
p. 685-718
|
artikel
|
| 35 |
Early mathematical competencies and later achievement: insights from the Longitudinal Study of Australian Children
|
MacDonald, Amy
|
|
2017
|
|
4 |
p. 429-444
|
artikel
|
| 36 |
Elementary teachers’ experience of engaging with Teaching Through Problem Solving using Lesson Study
|
Hourigan, Mairéad
|
|
|
|
4 |
p. 901-927
|
artikel
|
| 37 |
Evidence of implemented anticipation in mathematising by beginning modellers
|
Stillman, Gloria
|
|
2014
|
|
4 |
p. 763-789
|
artikel
|
| 38 |
Experiencing teaching and learning quantitative reasoning in a project-based context
|
Muir, Tracey
|
|
2016
|
|
4 |
p. 479-501
|
artikel
|
| 39 |
Exploring ESL students’ understanding of mathematics in the early years: factors that make a difference
|
Miller, Jodie
|
|
2014
|
|
4 |
p. 791-810
|
artikel
|
| 40 |
Exploring mathematics teacher leaders’ attributions and actions in influencing senior secondary students’ mathematics subject enrolments
|
Wilkie, Karina J.
|
|
2019
|
|
4 |
p. 441-464
|
artikel
|
| 41 |
Factors considered by Western Australian Year 10 students in choosing Year 11 mathematics courses
|
Kirkham, Jane
|
|
|
|
4 |
p. 719-741
|
artikel
|
| 42 |
Finding community and overcoming barriers: experiences of queer and transgender postsecondary students in mathematics and other STEM fields
|
Kersey, Elizabeth
|
|
|
|
4 |
p. 733-756
|
artikel
|
| 43 |
Fostering young children’s interest in numeracy through demonstration of its value: the Footsteps Study
|
Colliver, Yeshe
|
|
2017
|
|
4 |
p. 407-428
|
artikel
|
| 44 |
Gender: A dilemma for large-scale studies in mathematics education
|
Forgasz, Helen
|
|
|
|
4 |
p. 631-640
|
artikel
|
| 45 |
Gender, sex, and heteronormativity in high school statistics textbooks
|
Parise, Megan M.
|
|
|
|
4 |
p. 757-785
|
artikel
|
| 46 |
Generating procedural and conceptual knowledge of fractions by pre-service teachers
|
Chinnappan, Mohan
|
|
2014
|
|
4 |
p. 871-896
|
artikel
|
| 47 |
Google, Mathletics and Khan Academy: students’ self-initiated use of online mathematical resources
|
Muir, Tracey
|
|
2014
|
|
4 |
p. 833-852
|
artikel
|
| 48 |
High school mathematics teachers’ perspectives on the purposes of mathematical proof in school mathematics
|
Dickerson, David S.
|
|
2014
|
|
4 |
p. 711-733
|
artikel
|
| 49 |
Identifying the mathematics middle year students use as they address a community issue
|
Marshman, Margaret
|
|
2017
|
|
4 |
p. 355-382
|
artikel
|
| 50 |
“If I had to pick any subject, it wouldn’t be maths”: foundations for engagement with mathematics during the middle years
|
Attard, Catherine
|
|
2013
|
|
4 |
p. 569-587
|
artikel
|
| 51 |
Inferentialism as an alternative to socioconstructivism in mathematics education
|
Noorloos, Ruben
|
|
2017
|
|
4 |
p. 437-453
|
artikel
|
| 52 |
Inferentialism in mathematics education: introduction to a special issue
|
Bakker, Arthur
|
|
2017
|
|
4 |
p. 395-401
|
artikel
|
| 53 |
Influence of proportional number relationships on item accessibility and students’ strategies
|
Carney, Michele B.
|
|
2016
|
|
4 |
p. 503-522
|
artikel
|
| 54 |
Innovations in “gender issues” research in mathematics education
|
Hall, Jennifer
|
|
|
|
4 |
p. 787-791
|
artikel
|
| 55 |
Introducing linear functions: an alternative statistical approach
|
Nolan, Caroline
|
|
2015
|
|
4 |
p. 401-421
|
artikel
|
| 56 |
Introducing the practice of statistics: are we environmentally friendly?
|
Watson, Jane M.
|
|
2015
|
|
4 |
p. 585-613
|
artikel
|
| 57 |
Investigating and promoting teachers’ expertise for language-responsive mathematics teaching
|
Prediger, Susanne
|
|
2019
|
|
4 |
p. 367-392
|
artikel
|
| 58 |
Investigating grade nine textbook problems for characteristics related to mathematical literacy
|
Rafiepour Gatabi, Abolfazl
|
|
2012
|
|
4 |
p. 403-421
|
artikel
|
| 59 |
Investigating Years 7 to 12 students’ knowledge of linear relationships through different contexts and representations
|
Wilkie, Karina J.
|
|
2018
|
|
4 |
p. 499-523
|
artikel
|
| 60 |
Learning about the numerator and denominator in teacher-designed lessons
|
Kullberg, Angelika
|
|
2013
|
|
4 |
p. 547-567
|
artikel
|
| 61 |
Learning to teach secondary mathematics using an online learning system
|
Cavanagh, Michael
|
|
2011
|
|
4 |
p. 417-435
|
artikel
|
| 62 |
“Let us discuss math”; Effects of shift‐problem lessons on mathematical discussions and level raising in early algebra
|
Calor, Sharon M.
|
|
|
|
4 |
p. 743-763
|
artikel
|
| 63 |
Making sense of fraction division: domain and representation knowledge of preservice elementary teachers on a fraction division task
|
Adu-Gyamfi, Kwaku
|
|
2019
|
|
4 |
p. 507-528
|
artikel
|
| 64 |
Making sense out of the emerging complexity inherent in professional development
|
Prodromou, Theodosia
|
|
2017
|
|
4 |
p. 445-473
|
artikel
|
| 65 |
Mathematics home-school partnerships in diverse contexts
|
Wadham, Bridget
|
|
|
|
4 |
p. 679-699
|
artikel
|
| 66 |
Mathematics success against the odds: the case of a low socioeconomic status, rural Australian school with sustained high mathematics performance
|
Murphy, Steve
|
|
|
|
4 |
p. 767-787
|
artikel
|
| 67 |
Mathematics teacher professional development in and through internet use: reflections on an ethnographic study
|
Patahuddin, Sitti Maesuri
|
|
2013
|
|
4 |
p. 503-521
|
artikel
|
| 68 |
Meeting multiplicative thinking through thought-provoking tasks
|
Cheeseman, Jill
|
|
|
|
4 |
p. 789-820
|
artikel
|
| 69 |
On inferentialism
|
Radford, Luis
|
|
2017
|
|
4 |
p. 493-508
|
artikel
|
| 70 |
Perceptions on proof and the teaching of proof: a comparison across preservice secondary teachers in Australia, USA and Korea
|
Lesseig, Kristin
|
|
2019
|
|
4 |
p. 393-418
|
artikel
|
| 71 |
Pre-service middle school mathematics teachers’ personal concept definitions of special quadrilaterals
|
Avcu, Ramazan
|
|
|
|
4 |
p. 743-788
|
artikel
|
| 72 |
Preservice teachers’ understandings of division and ratios in forming proportional relationships
|
Ölmez, İbrahim Burak
|
|
|
|
4 |
p. 689-713
|
artikel
|
| 73 |
Primary school students’ reasoning when comparing groups using modal clumps, medians, and hatplots
|
Frischemeier, Daniel
|
|
2019
|
|
4 |
p. 485-505
|
artikel
|
| 74 |
Primary school teachers’ use of digital technology in mathematics: the complexities
|
Loong, Esther Yook-Kin
|
|
2018
|
|
4 |
p. 475-498
|
artikel
|
| 75 |
Primary teachers notice the impact of language on children’s mathematical reasoning
|
Bragg, Leicha A.
|
|
2016
|
|
4 |
p. 523-544
|
artikel
|
| 76 |
Primary teachers’ written unit plans in mathematics and their perceptions of essential elements of these
|
Roche, Anne
|
|
2014
|
|
4 |
p. 853-870
|
artikel
|
| 77 |
Processes and priorities in planning mathematics teaching
|
Sullivan, Peter
|
|
2012
|
|
4 |
p. 457-480
|
artikel
|
| 78 |
Prying open the closet door: a call for research on sexual identity and mathematics education
|
Wiest, Lynda R.
|
|
|
|
4 |
p. 641-650
|
artikel
|
| 79 |
Queer identity and theory intersections in mathematics education: a theoretical literature review
|
Moore, Alexander S.
|
|
|
|
4 |
p. 651-687
|
artikel
|
| 80 |
Scaffolding students’ opportunities to learn mathematics through social interactions
|
Bell, Clare V.
|
|
2012
|
|
4 |
p. 423-445
|
artikel
|
| 81 |
Searching for evidence of curricular effect on the teaching and learning of mathematics: some insights from the LieCal project
|
Cai, Jinfa
|
|
2014
|
|
4 |
p. 811-831
|
artikel
|
| 82 |
Significance of creativity and its development in mathematics classes for preservice teachers who are not trained to develop students’ creativity
|
Sánchez, Alicia
|
|
|
|
4 |
p. 863-885
|
artikel
|
| 83 |
Sixth-grade students’ reasoning on the order relation of integers as influenced by prior experience: an inferentialist analysis
|
Schindler, Maike
|
|
2017
|
|
4 |
p. 471-492
|
artikel
|
| 84 |
Stimulating proportional reasoning through questions of finance and fairness
|
Sawatzki, Carly
|
|
2019
|
|
4 |
p. 465-484
|
artikel
|
| 85 |
Stretching student teachers’ understanding of fractions
|
Harvey, Roger
|
|
2012
|
|
4 |
p. 493-511
|
artikel
|
| 86 |
Students’ agency, creative reasoning, and collaboration in mathematical problem solving
|
Hansen, Ellen Kristine Solbrekke
|
|
|
|
4 |
p. 813-834
|
artikel
|
| 87 |
Students discussing their mathematical ideas: the role of the teacher
|
Pijls, Monique
|
|
2011
|
|
4 |
p. 379-396
|
artikel
|
| 88 |
Students’ understanding of the function-derivative relationship when learning economic concepts
|
Ariza, Angel
|
|
2015
|
|
4 |
p. 615-635
|
artikel
|
| 89 |
Successful teaching practices for english language learners in multilingual mathematics classrooms: a meta-analysis
|
Sharma, Shweta
|
|
|
|
4 |
p. 821-848
|
artikel
|
| 90 |
Supporting senior high-school students’ measurement and geometry performance: Does spatial training transfer to mathematics achievement?
|
Adams, Jonathan
|
|
|
|
4 |
p. 879-900
|
artikel
|
| 91 |
Teachers’ selection and enactment of mathematical problems from textbooks
|
Son, Ji-Won
|
|
2015
|
|
4 |
p. 491-518
|
artikel
|
| 92 |
Teachers’ teaching practices and beliefs regarding context-based tasks and their relation with students’ difficulties in solving these tasks
|
Wijaya, Ariyadi
|
|
2015
|
|
4 |
p. 637-662
|
artikel
|
| 93 |
Technology enhanced learning environments and the potential for enhancing spatial reasoning: a mixed methods study
|
Fowler, Samuel
|
|
|
|
4 |
p. 887-910
|
artikel
|
| 94 |
The construction and validation of a geometric reasoning test item to support the development of learning progression
|
Seah, Rebecca
|
|
|
|
4 |
p. 607-628
|
artikel
|
| 95 |
The development of a culture of problem solving with secondary students through heuristic strategies
|
Eisenmann, Petr
|
|
2015
|
|
4 |
p. 535-562
|
artikel
|
| 96 |
The effect of mathematical games on on-task behaviours in the primary classroom
|
Bragg, Leicha A.
|
|
2012
|
|
4 |
p. 385-401
|
artikel
|
| 97 |
The influence of test mode and visuospatial ability on mathematics assessment performance
|
Logan, Tracy
|
|
2015
|
|
4 |
p. 423-441
|
artikel
|
| 98 |
Theorems or procedures? Exploring undergraduates’ methods to solve routine problems in linear algebra
|
Kontorovich, Igor’
|
|
|
|
4 |
p. 589-605
|
artikel
|
| 99 |
The possibilities of feminist poststructural discourse analysis as an approach to gender research in the mathematics classroom
|
Przybyla-Kuchek, Julia
|
|
|
|
4 |
p. 689-711
|
artikel
|
| 100 |
The role of gestures in making connections between space and shape aspects and their verbal representations in the early years: findings from a case study
|
Elia, Iliada
|
|
2014
|
|
4 |
p. 735-761
|
artikel
|
| 101 |
The use of lecture capture in university mathematics education: a systematic review of the research literature
|
Lindsay, Euan
|
|
|
|
4 |
p. 911-931
|
artikel
|
| 102 |
Tony Brown and Olwen McNamara (eds): Becoming a mathematics teacher: Identity and identifications
|
Grootenboer, Peter
|
|
2011
|
|
4 |
p. 479-480
|
artikel
|
| 103 |
Using multiple metaphors and multimodalities as a semiotic resource when teaching year 2 students computational strategies
|
Mildenhall, Paula
|
|
2017
|
|
4 |
p. 383-406
|
artikel
|
| 104 |
Using multiple metaphors and multimodalities as a semiotic resource when teaching year 2 students computational strategies
|
Mildenhall, Paula
|
|
|
|
4 |
p. 383-406
|
artikel
|
| 105 |
Utilising a construct of teacher capacity to examine national curriculum reform in mathematics
|
Zhang, Qinqiong
|
|
2013
|
|
4 |
p. 481-502
|
artikel
|
| 106 |
Visual and analytical strategies in spatial visualisation: perspectives from bilateral symmetry and reflection
|
Ramful, Ajay
|
|
2015
|
|
4 |
p. 443-470
|
artikel
|
| 107 |
Vocabulary in learning processes towards conceptual understanding of equivalent fractions—specifying students’ language demands on the basis of lexical trace analyses
|
Wessel, Lena
|
|
|
|
4 |
p. 653-681
|
artikel
|
| 108 |
“Well, they understand the concept of area”: pre-service teachers’ responses to student area misconceptions
|
Runnalls, Cristina
|
|
|
|
4 |
p. 629-651
|
artikel
|
| 109 |
What is rate? Does context or representation matter?
|
Herbert, Sandra
|
|
2011
|
|
4 |
p. 455-477
|
artikel
|
| 110 |
What secondary teachers think and do about student engagement in mathematics
|
Skilling, Karen
|
|
2016
|
|
4 |
p. 545-566
|
artikel
|
| 111 |
When girls do masculinity like boys do: establishing gender heteroglossia in school mathematics participation
|
Jaremus, Felicia
|
|
|
|
4 |
p. 713-731
|
artikel
|
| 112 |
Who are the actors and who are the acted-ons? An analysis of news media reporting on mathematics education
|
Abtahi, Yasmine
|
|
|
|
4 |
p. 701-718
|
artikel
|
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