| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Adapting Profiles for CAS to Students’ Use of DGE: Through a Transition Perspective
|
Bach, Cecilie Carlsen
|
|
|
|
2 |
p. 343-371
|
artikel
|
| 2 |
Adapting the Balance Model for Equation Solving to Virtual Reality
|
Elkjær, Morten
|
|
|
|
2 |
p. 127-156
|
artikel
|
| 3 |
A Pedagogical Framework for Computational Thinking
|
Kotsopoulos, Donna
|
|
2017
|
|
2 |
p. 154-171
|
artikel
|
| 4 |
Assessment in Undergraduate Programming-Based Mathematics Courses
|
Buteau, Chantal
|
|
2016
|
|
2 |
p. 97-114
|
artikel
|
| 5 |
Beginning to Multiply (with) Dynamic Digits: Fingers as Physical–Digital Hybrids
|
Bakos, Sandy
|
|
|
|
2 |
p. 145-165
|
artikel
|
| 6 |
Boundary Transitions Within, Across, and Beyond a Set of Digital Resources: Brokering in College Algebra
|
Johnson, Heather Lynn
|
|
|
|
2 |
p. 209-231
|
artikel
|
| 7 |
Bridging Primary Programming and Mathematics: Some Findings of Design Research in England
|
Benton, Laura
|
|
2017
|
|
2 |
p. 115-138
|
artikel
|
| 8 |
Coding Dancing Figural Animations: Mathematical Meaning-Making Through Transitions Within and Beyond a Digital Resource
|
Kynigos, Chronis
|
|
|
|
2 |
p. 283-314
|
artikel
|
| 9 |
Coming to See Action as Symbol: the Computer as Collaborator
|
Bamberger, Jeanne
|
|
|
|
2 |
p. 233-243
|
artikel
|
| 10 |
Comparing Calculus Communication across Static and Dynamic Environments Using a Multimodal Approach
|
Ng, Oi-Lam
|
|
2016
|
|
2 |
p. 115-141
|
artikel
|
| 11 |
Computational Thinking, Grade 1 Students and the Binomial Theorem
|
Gadanidis, George
|
|
2016
|
|
2 |
p. 77-96
|
artikel
|
| 12 |
Conceptualising TPACK Within Mathematics Education: Teachers’ Strategies for Capitalising on Transitions Within and Beyond Dynamic Geometry Software
|
Bretscher, Nicola
|
|
|
|
2 |
p. 232-254
|
artikel
|
| 13 |
Correction to: Adapting the Balance Model for Equation Solving to Virtual Reality
|
Elkjær, Morten
|
|
|
|
2 |
p. 258
|
artikel
|
| 14 |
Correction to: High School Students’ Use of Technology to Make Sense of Functions Within the Context of Geometric Transformations
|
Hollebrands, Karen
|
|
|
|
2 |
p. 337
|
artikel
|
| 15 |
Correction to: Interplay between Paper-and-Pencil Activity and Dynamic-Geometry-Environment Use during Generalisation and Proving
|
Komatsu, Kotaro
|
|
|
|
2 |
p. 144
|
artikel
|
| 16 |
Correction to: Students’ Development of a Logarithm Function in Python Using Taylor Expansions: a Teaching Design Case Study
|
Sand, Odd Petter
|
|
|
|
2 |
p. 256-257
|
artikel
|
| 17 |
Design and Investigation of a Touch Gesture for Dividing in a Virtual Manipulative Model for Equation-solving
|
Janßen, Thomas
|
|
|
|
2 |
p. 166-190
|
artikel
|
| 18 |
Designing Educational Software: The Case of Grid Algebra
|
Hewitt, Dave
|
|
2016
|
|
2 |
p. 167-198
|
artikel
|
| 19 |
Digital Making in Elementary Mathematics Education
|
Hughes, Janette
|
|
2016
|
|
2 |
p. 139-153
|
artikel
|
| 20 |
Digital Representations without Physical Analogues: a Study of Body-Based Interactions with an Apparently Unbounded Spatial Diagram
|
Bock, Camden G.
|
|
|
|
2 |
p. 193-221
|
artikel
|
| 21 |
Discussing Dependencies of Variable Points on the Basis of a GeoGebra Task: Meaning Making in a Teacher-Class Dialogue
|
Gíslason, Ingólfur
|
|
|
|
2 |
p. 301-322
|
artikel
|
| 22 |
Dragging as a Geometric Construction Tool: Continuity Considerations Inspired by Students’ Attempts
|
Barabash, Marita
|
|
2019
|
|
2 |
p. 124-144
|
artikel
|
| 23 |
Evolution of a Task Domain
|
Mason, John
|
|
2019
|
|
2 |
p. 145-165
|
artikel
|
| 24 |
Fostering Spatial Ability Through Computer-Aided Design: a Case Study
|
Dilling, Frederik
|
|
|
|
2 |
p. 323-336
|
artikel
|
| 25 |
From Children Programming to Kids Coding: Reflections on the Legacy of Seymour Papert and Half a Century of Digital Mathematics Education
|
Higginson, William
|
|
2017
|
|
2 |
p. 71-76
|
artikel
|
| 26 |
Heuristic Trees as a Digital Tool to Foster Compression and Decompression in Problem-Solving
|
Bos, Rogier
|
|
|
|
2 |
p. 157-182
|
artikel
|
| 27 |
High School Students’ Use of Technology to Make Sense of Functions Within the Context of Geometric Transformations
|
Hollebrands, Karen
|
|
|
|
2 |
p. 247-275
|
artikel
|
| 28 |
How Can the Use of Digital Games in Mathematics Education Promote Students’ Mathematical Reasoning? A Qualitative Systematic Review
|
Jensen, Erik Ottar
|
|
|
|
2 |
p. 183-212
|
artikel
|
| 29 |
Interplay between Paper-and-Pencil Activity and Dynamic-Geometry-Environment Use during Generalisation and Proving
|
Komatsu, Kotaro
|
|
|
|
2 |
p. 123-143
|
artikel
|
| 30 |
Investigating Complexity to Assess Student Learning from a Robotics-Based Task
|
Savard, Annie
|
|
2016
|
|
2 |
p. 93-114
|
artikel
|
| 31 |
Making the Body Tangible: Elementary Geometry Learning through VR
|
Price, Sara
|
|
|
|
2 |
p. 213-232
|
artikel
|
| 32 |
On the Intertwined Contributions of Physical and Digital Tools for the Teaching and Learning of Mathematics
|
Nemirovsky, Ricardo
|
|
|
|
2 |
p. 107-108
|
artikel
|
| 33 |
Shaping Perception: Designing for Participatory Facilitation of Collaborative Geometry
|
Rosenbaum, Leah F.
|
|
|
|
2 |
p. 191-212
|
artikel
|
| 34 |
Students’ Development of a Logarithm Function in Python Using Taylor Expansions: a Teaching Design Case Study
|
Sand, Odd Petter
|
|
|
|
2 |
p. 213-255
|
artikel
|
| 35 |
Supporting Inquiry Learning: an Intellectual Mirror that Describes what It “Sees”
|
Yerushalmy, Michal
|
|
|
|
2 |
p. 315-342
|
artikel
|
| 36 |
Tangible Tools in Mathematics for Engineering Students: Experimental Activity at Politecnico di Torino
|
Ceragioli, Francesca
|
|
|
|
2 |
p. 244-256
|
artikel
|
| 37 |
Teachers’ Involvement in Designing MERLO Items: Boundary Crossing
|
Robutti, Ornella
|
|
|
|
2 |
p. 276-300
|
artikel
|
| 38 |
The Area Enclosed by a Function Is Not Always the Definite Integral: Relearning Through Collaborative Transitioning Within a Learning-Support Module
|
Kontorovich, Igor’
|
|
|
|
2 |
p. 255-282
|
artikel
|
| 39 |
“The Other Ten”: Order Irrelevance and Auden’s Sense of Number
|
Rodney, Sheree
|
|
2019
|
|
2 |
p. 166-177
|
artikel
|
| 40 |
The Potential Synergy of Digital and Manipulative Artefacts
|
Mariotti, Maria Alessandra
|
|
|
|
2 |
p. 109-122
|
artikel
|
| 41 |
Transitions Between Domains of Activity as “Domestications of the Eye” for the Learning of Mathematics with GGBot
|
Del Zozzo, Agnese
|
|
|
|
2 |
p. 372-400
|
artikel
|
| 42 |
Undergraduate Mathematics Students Appropriating Programming as a Tool for Modelling, Simulation, and Visualization: A Case Study
|
Buteau, Chantal
|
|
2016
|
|
2 |
p. 142-166
|
artikel
|
| 43 |
Using Computer Simulations and Culturally Responsive Instruction to Broaden Urban Students’ Participation in STEM
|
Leonard, Jacqueline
|
|
2019
|
|
2 |
p. 101-123
|
artikel
|
| 44 |
“Whiteboxing” the Content of a Formal Mathematical Text in a Dynamic Geometry Environment
|
Jankvist, Uffe Thomas
|
|
|
|
2 |
p. 222-246
|
artikel
|
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