| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Addressing the Cognitive Gap in Mathematical Induction
|
Norton, Anderson
|
|
|
|
2 |
p. 295-321
|
artikel
|
| 2 |
A Framework for Mathematical Knowledge for Undergraduate Mathematics Tutors
|
Johns , Carolyn A.
|
|
|
|
2 |
p. 461-490
|
artikel
|
| 3 |
Analysing the Mathematical Discourse of Biology Assignments: The Case of a Graduate Fisheries Management Course
|
Tetaj, Floridona
|
|
|
|
2 |
p. 375-397
|
artikel
|
| 4 |
An Analysis of the Observable Behaviors of Undergraduate drop-in Mathematics Tutors
|
Johns, Carolyn
|
|
|
|
2 |
p. 350-374
|
artikel
|
| 5 |
An Evaluation of ULTRA; an Experimental Real Analysis Course Built on a Transformative Theoretical Model
|
Fukawa-Connelly, Timothy
|
|
|
|
2 |
p. 159-185
|
artikel
|
| 6 |
An Unexpected Outcome: Students’ Focus on Order in the Multiplication Principle
|
Lockwood, Elise
|
|
|
|
2 |
p. 213-244
|
artikel
|
| 7 |
A Study of Students’ Readiness to Learn Calculus
|
Carlson, Marilyn P.
|
|
2015
|
|
2 |
p. 209-233
|
artikel
|
| 8 |
A Theoretical Approach to Ensuring Instructional and Curricular Coherence in the Flipped Classroom Model of a Differential Equations Course
|
Tague, Jenna
|
|
2016
|
|
2 |
p. 223-245
|
artikel
|
| 9 |
Authentic Engineering Problems in Service Mathematics Assignments: Principles, Processes and Products from Twenty Years of Task Design
|
Schmidt, Karsten
|
|
|
|
2 |
p. 261-283
|
artikel
|
| 10 |
Author Correction: Engineering Students’ Perceptions of Mathematical Modeling in a Learning Module Centered on a Hydrologic Design Case Study
|
Merck, Madeline F.
|
|
|
|
2 |
p. 378
|
artikel
|
| 11 |
Beyond Plug and Chug: an Analysis of Calculus I Homework
|
Ellis, Jessica
|
|
2015
|
|
2 |
p. 268-287
|
artikel
|
| 12 |
Book review: Exploring Classical Greek Construction Problems with Interactive Geometry Software
|
Sangwin, Chris
|
|
2018
|
|
2 |
p. 323-326
|
artikel
|
| 13 |
Calculus at the intersection of institutions, disciplines and communities: a special issue Guest Editorial
|
Biza, Irene
|
|
|
|
2 |
p. 217-221
|
artikel
|
| 14 |
Classifying Combinations: Investigating Undergraduate Students’ Responses to Different Categories of Combination Problems
|
Lockwood, Elise
|
|
2018
|
|
2 |
p. 305-322
|
artikel
|
| 15 |
Comparing Three Methods of Geometrical Approach in Visualizing Differential Equations
|
KarimiFardinpour, Younes
|
|
2017
|
|
2 |
p. 286-304
|
artikel
|
| 16 |
Component-Wise Reasoning as a Mechanism of Sense-Making in Real Analysis
|
Reed, Zackery
|
|
|
|
2 |
p. 217-242
|
artikel
|
| 17 |
ConcepTests in Undergraduate Real Analysis: Comparing Peer Discussion and Instructional Explanation Settings
|
Bauer, Thomas
|
|
|
|
2 |
p. 426-460
|
artikel
|
| 18 |
Conceptions of Angles, Trigonometric Functions, and Inverse Trigonometric Functions in College Textbooks
|
Mesa, Vilma
|
|
2016
|
|
2 |
p. 338-354
|
artikel
|
| 19 |
Constructing the Self-similarity Concept
|
Hershkowitz, Rina
|
|
|
|
2 |
p. 322-349
|
artikel
|
| 20 |
Correction to: From the Front Lines of Active Learning: Lessons Learned from those who are Trying
|
Marzocchi, Alison S.
|
|
|
|
2 |
p. 556
|
artikel
|
| 21 |
Derivatives and the Study of Motion at the Intersection of Calculus and Mechanics: a Praxeological Analysis of Practices at the College Level
|
Hitier, Mathilde
|
|
|
|
2 |
p. 293-317
|
artikel
|
| 22 |
Didactical Disciplinary Literacy in Mathematics: Making Meaning From Textbooks
|
Weinberg, Aaron
|
|
|
|
2 |
p. 491-523
|
artikel
|
| 23 |
Dual Measures of Mathematical Modeling for Engineering and Other STEM Undergraduates
|
A. Czocher, Jennifer
|
|
|
|
2 |
p. 328-350
|
artikel
|
| 24 |
Engineering Students’ Perceptions of Mathematical Modeling in a Learning Module Centered on a Hydrologic Design Case Study
|
Merck, Madeline F.
|
|
|
|
2 |
p. 351-377
|
artikel
|
| 25 |
Exploring Mathematics Teaching Approaches in Tanzanian Higher Education Institutions: Lecturers’ Perspectives
|
Mazana, Mzomwe Yahya
|
|
|
|
2 |
p. 269-294
|
artikel
|
| 26 |
Factors Influencing Students’ Propensity for Semantic and Syntactic Reasoning in Proof Writing: a Case Study
|
Mejía-Ramos, Juan Pablo
|
|
2015
|
|
2 |
p. 187-208
|
artikel
|
| 27 |
From the Front lines of active learning: Lessons learned from those who are trying
|
Marzocchi, Alison S
|
|
|
|
2 |
p. 524-555
|
artikel
|
| 28 |
Geometrical Reasoning in the Teaching and Learning of Integrals of Multivariable Functions
|
Bašić, Matija
|
|
|
|
2 |
p. 245-268
|
artikel
|
| 29 |
How Do Students Revisit School Mathematics in Modular Arithmetic? Conditions and Affordances of the Transition to Tertiary Mathematics with a Focus on Learning Processes
|
Schüler-Meyer, Alexander
|
|
2019
|
|
2 |
p. 163-182
|
artikel
|
| 30 |
In the Pursuit of Relevance – Mathematicians Designing Tasks for Elementary School Teachers
|
Pinto, Alon
|
|
2016
|
|
2 |
p. 311-337
|
artikel
|
| 31 |
Intuitive Thinking and Misconceptions of Independent Events: A Case Study of US and French Pre-Service Teachers
|
Nabbout-Cheiban, Marie
|
|
2016
|
|
2 |
p. 255-282
|
artikel
|
| 32 |
Learning to Be a Postgraduate Tutor in a Mathematics Support Centre
|
Grove, Michael
|
|
2019
|
|
2 |
p. 228-266
|
artikel
|
| 33 |
Mathematicians’ Example-Related Activity when Exploring and Proving Conjectures
|
Lockwood, Elise
|
|
2016
|
|
2 |
p. 165-196
|
artikel
|
| 34 |
Mathematics Graduate Student Instructor Observation Protocol (GSIOP): Development and Validation Study
|
Rogers, Kimberly Cervello
|
|
|
|
2 |
p. 186-212
|
artikel
|
| 35 |
Mathematics in Engineering Education: a Review of the Recent Literature with a View towards Innovative Practices
|
Pepin, Birgit
|
|
|
|
2 |
p. 163-188
|
artikel
|
| 36 |
Mathematics Professors’ Evaluation of Students’ Proofs: A Complex Teaching Practice
|
Moore, Robert C.
|
|
2016
|
|
2 |
p. 246-278
|
artikel
|
| 37 |
Measuring Conceptual Understanding Using Comparative Judgement
|
Bisson, Marie-Josée
|
|
2016
|
|
2 |
p. 141-164
|
artikel
|
| 38 |
Moving Away from Lecture in Undergraduate Mathematics: Managing Tensions within a Coordinated Inquiry-Based Linear Algebra Course
|
Mesa, Vilma
|
|
|
|
2 |
p. 245-278
|
artikel
|
| 39 |
On Painter’s Paradox: Contextual and Mathematical Approaches to Infinity
|
Wijeratne, Chanakya
|
|
2015
|
|
2 |
p. 163-186
|
artikel
|
| 40 |
On the Analysis of Mathematical Practices in Signal Theory Courses
|
Hochmuth, Reinhard
|
|
|
|
2 |
p. 235-260
|
artikel
|
| 41 |
Peer-Assisted Reflection: A Design-Based Intervention for Improving Success in Calculus
|
Reinholz, Daniel L.
|
|
2015
|
|
2 |
p. 234-267
|
artikel
|
| 42 |
Practice-Based Engineering: Mathematical Competencies and Micro-Credentials
|
Cook, Emily
|
|
|
|
2 |
p. 284-305
|
artikel
|
| 43 |
Promoting Metalinguistic and Metamathematical Reasoning in Proof-Oriented Mathematics Courses: a Method and a Framework
|
Dawkins, Paul Christian
|
|
2016
|
|
2 |
p. 197-222
|
artikel
|
| 44 |
Reasoning from an Eikosogram: an Exploratory Study
|
Pfannkuch, Maxine
|
|
2016
|
|
2 |
p. 283-310
|
artikel
|
| 45 |
Recommendations for a “Target Understanding” of the Derivative Concept for First-Semester Calculus Teaching and Learning
|
Jones, Steven R.
|
|
2017
|
|
2 |
p. 199-227
|
artikel
|
| 46 |
Results from a Survey of Abstract Algebra Instructors across the United States: Understanding the Choice to (Not) Lecture
|
Johnson, Estrella
|
|
2017
|
|
2 |
p. 254-285
|
artikel
|
| 47 |
Sameness in Mathematics: a Unifying and Dividing Concept
|
Rupnow, Rachel
|
|
|
|
2 |
p. 398-425
|
artikel
|
| 48 |
‘Scaffolding’ or ‘Filtering’: A Review of Studies on the Diverse Roles of Calculus Courses for Students, Professionals and Teachers
|
Biza, Irene
|
|
|
|
2 |
p. 389-418
|
artikel
|
| 49 |
Student Interpretations of Written Comments on Graded Proofs
|
Byrne, Martha
|
|
2017
|
|
2 |
p. 228-253
|
artikel
|
| 50 |
Students’ Use of Resources in a Challenge-Based Learning Context Involving Mathematics
|
Pepin, Birgit
|
|
|
|
2 |
p. 306-327
|
artikel
|
| 51 |
Support for All? Confronting Racism and Patriarchy to Promote Equitable Learning Opportunities through Undergraduate Calculus Instruction
|
Leyva, Luis A.
|
|
|
|
2 |
p. 339-364
|
artikel
|
| 52 |
The Evolution of Students’ Learning from Calculus to Analysis: How Students Solve Analysis Tasks that look like Calculus Tasks
|
Broley, Laura
|
|
|
|
2 |
p. 269-292
|
artikel
|
| 53 |
The Inquiry-Oriented Instructional Measure
|
Kuster, George
|
|
2019
|
|
2 |
p. 183-204
|
artikel
|
| 54 |
The Limit Notion at Three Educational Levels in Three Countries
|
Viirman, Olov
|
|
|
|
2 |
p. 222-244
|
artikel
|
| 55 |
The Math Emporium: Effective for whom, and for what?
|
Webel, Corey
|
|
2016
|
|
2 |
p. 355-380
|
artikel
|
| 56 |
The Relation between Mathematics Students’ Discipline-Based Epistemological Beliefs and their Summative Assessment Preferences
|
Iannone, Paola
|
|
2019
|
|
2 |
p. 147-162
|
artikel
|
| 57 |
The road not taken—Investigating affordances of infinitesimal calculus for enriching the repertoire of secondary mathematics teachers
|
Pinto, Alon
|
|
|
|
2 |
p. 318-338
|
artikel
|
| 58 |
The Role of Epistemology and Epistemic Games in Mediating the Use of Mathematics in Chemistry: Implications for Mathematics Instruction and Research on Undergraduate Mathematics Education
|
Rodriguez, Jon-Marc G.
|
|
|
|
2 |
p. 279-301
|
artikel
|
| 59 |
The Role of Fourier Series in Mathematics and in Signal Theory
|
Rønning, Frode
|
|
|
|
2 |
p. 189-210
|
artikel
|
| 60 |
Time for (Research on) Change in Mathematics Departments
|
Reinholz, Daniel L.
|
|
|
|
2 |
p. 147-158
|
artikel
|
| 61 |
Towards the STEM DBER Alliance: Why we Need a Discipline-Based STEM Education Research Community
|
Henderson, Charles
|
|
2017
|
|
2 |
p. 247-254
|
artikel
|
| 62 |
Transition to University Mathematics in Turkey: Examining the Views of Students and Faculty Members on Student Difficulties
|
SÖNMEZ, Neslihan
|
|
|
|
2 |
p. 243-268
|
artikel
|
| 63 |
VB−VA=∫ABfxdx. The Use of Integrals in Engineering Programmes: a Praxeological Analysis of Textbooks and Teaching Practices in Strength of Materials and Electricity and Magnetism Courses
|
González-Martín, Alejandro S.
|
|
|
|
2 |
p. 211-234
|
artikel
|
| 64 |
When Students Prove a Theorem without Explicitly Using a Necessary Condition: Digging into a Subtle Problem from Practice
|
Melhuish, Kathleen
|
|
2019
|
|
2 |
p. 205-227
|
artikel
|
| 65 |
Where Calculus and Engineering Converge: an Analysis of Curricular Change in Calculus for Engineers
|
Ellis, Brittney
|
|
|
|
2 |
p. 379-399
|
artikel
|
| 66 |
You Don’t Want to Come Into a Broken System: Perspectives for Increasing Diversity in STEM Among Undergraduate Calculus Program Stakeholders
|
Tremaine, Rachel
|
|
|
|
2 |
p. 365-388
|
artikel
|
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