| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
About the concept of angle in elementary school: Misconceptions and teaching sequences
|
Devichi, Claude
|
|
2013
|
|
1 |
p. 1-19
19 p.
|
artikel
|
| 2 |
A child thinking about infinity
|
Tall, David O.
|
|
2001
|
|
1 |
p. 7-19
13 p.
|
artikel
|
| 3 |
Algebra and its teaching: An historical survey
|
Katz, Victor J.
|
|
1997
|
|
1 |
p. 25-38
14 p.
|
artikel
|
| 4 |
Algebra at the tertiary level
|
Barbeau, Edward
|
|
1995
|
|
1 |
p. 139-142
4 p.
|
artikel
|
| 5 |
Algebra with numbers and arithmetic with letters: A definition of pre-algebra
|
Linchevski, Liora
|
|
1995
|
|
1 |
p. 113-120
8 p.
|
artikel
|
| 6 |
An ecological reading of mathematical language in a Grade 3 classroom: A case of learning and teaching measurement estimation
|
Towers, Jo
|
|
2010
|
|
1 |
p. 25-40
16 p.
|
artikel
|
| 7 |
A new look at school algebra—Past, present, and future
|
Kieran, Carolyn
|
|
1995
|
|
1 |
p. 7-12
6 p.
|
artikel
|
| 8 |
An exploration of the role natural language and idiosyncratic representations in teaching how to convert among fractions, decimals, and percents
|
Muzheve, Michael T.
|
|
2012
|
|
1 |
p. 1-14
14 p.
|
artikel
|
| 9 |
An exploratory framework for handling the complexity of mathematical problem posing in small groups
|
Kontorovich, Igor
|
|
2012
|
|
1 |
p. 149-161
13 p.
|
artikel
|
| 10 |
An investigation of preservice teachers’ use of guess and check in solving a semi open-ended mathematics problem
|
Capraro, Mary Margaret
|
|
2012
|
|
1 |
p. 105-116
12 p.
|
artikel
|
| 11 |
Appreciation
|
|
|
2010
|
|
1 |
p. v-
1 p.
|
artikel
|
| 12 |
Argumentation and participation in the primary mathematics classroom
|
Krummheuer, Götz
|
|
2007
|
|
1 |
p. 60-82
23 p.
|
artikel
|
| 13 |
Arithmetical thinking in children attending special schools for the intellectually disabled
|
Eriksson, Göta
|
|
2008
|
|
1 |
p. 1-10
10 p.
|
artikel
|
| 14 |
A sense-making approach to proof: Strategies of students in traditional and problem-based number theory courses
|
Smith, Jennifer Christian
|
|
2006
|
|
1 |
p. 73-90
18 p.
|
artikel
|
| 15 |
BM (Guide for Authors)
|
|
|
2006
|
|
1 |
p. I-VI
nvt p.
|
artikel
|
| 16 |
BM (Guide for Authors)
|
|
|
2005
|
|
1 |
p. I-VI
nvt p.
|
artikel
|
| 17 |
Can the same mathematics program be suitable for all students?: A personal view from mathematics counts, not forgetting standards
|
Cockcroft, Sir Wilfred
|
|
1994
|
|
1 |
p. 37-51
15 p.
|
artikel
|
| 18 |
Children's construction of mathematical knowledge in solving novel isomorphic problems in concrete and written form
|
English, Lyn D.
|
|
1996
|
|
1 |
p. 81-112
32 p.
|
artikel
|
| 19 |
Children’s representation and structural development of the counting sequence 1–100
|
Thomas, Noel D
|
|
2002
|
|
1 |
p. 117-133
17 p.
|
artikel
|
| 20 |
Comparing infinite sets — a process of abstraction
|
Tsamir, Pessia
|
|
2002
|
|
1 |
p. 1-23
23 p.
|
artikel
|
| 21 |
Concrete representations and the procedural analogy theory
|
Hall, Neil
|
|
1998
|
|
1 |
p. 33-51
19 p.
|
artikel
|
| 22 |
Contents
|
|
|
1998
|
|
1 |
p. v-
1 p.
|
artikel
|
| 23 |
Control decisions and personal beliefs: their effect on solving mathematical problems
|
Lerch, Carol M.
|
|
2004
|
|
1 |
p. 21-36
16 p.
|
artikel
|
| 24 |
Counter-examples for refinement of conjectures and proofs in primary school mathematics
|
Komatsu, Kotaro
|
|
2010
|
|
1 |
p. 1-10
10 p.
|
artikel
|
| 25 |
Cultural Influences on Children's Probabilistic Thinking
|
Amir, Gilead Shmuel
|
|
1999
|
|
1 |
p. 85-107
23 p.
|
artikel
|
| 26 |
Development of understanding of sampling for statistical literacy
|
Watson, Jane M
|
|
2000
|
|
1 |
p. 109-136
28 p.
|
artikel
|
| 27 |
Diagnosing conflict factors in calculus through students' writings
|
Aspinwall, Leslie
|
|
2001
|
|
1 |
p. 89-107
19 p.
|
artikel
|
| 28 |
Difficulties in the articulation of different representations linked to the concept of function
|
Hitt, Fernando
|
|
1998
|
|
1 |
p. 123-134
12 p.
|
artikel
|
| 29 |
Distinguishing Features of Mechanical and Human Problem-Solving
|
DeFranco, Thomas C
|
|
1999
|
|
1 |
p. 79-84
6 p.
|
artikel
|
| 30 |
Does everybody count? Reflections on reforms in school mathematics
|
Noddings, Nel
|
|
1994
|
|
1 |
p. 89-104
16 p.
|
artikel
|
| 31 |
Dumb about smarts
|
Quindlen, Anna
|
|
1994
|
|
1 |
p. 85-86
2 p.
|
artikel
|
| 32 |
Editorial
|
|
|
1999
|
|
1 |
p. 1-
1 p.
|
artikel
|
| 33 |
Editorial Board
|
|
|
2009
|
|
1 |
p. CO2-
1 p.
|
artikel
|
| 34 |
Editorial Board
|
|
|
2013
|
|
1 |
p. CO2-
1 p.
|
artikel
|
| 35 |
EDITORIAL BOARD
|
|
|
2003
|
|
1 |
p. iii-
1 p.
|
artikel
|
| 36 |
Editorial Board
|
|
|
1998
|
|
1 |
p. ii-
1 p.
|
artikel
|
| 37 |
Editorial Board
|
|
|
2008
|
|
1 |
p. CO2-
1 p.
|
artikel
|
| 38 |
Editorial Board
|
|
|
2006
|
|
1 |
p. iii-
1 p.
|
artikel
|
| 39 |
Editorial Board
|
|
|
2007
|
|
1 |
p. CO2-
1 p.
|
artikel
|
| 40 |
Editorial Board
|
|
|
2010
|
|
1 |
p. CO2-
1 p.
|
artikel
|
| 41 |
Editorial Board
|
|
|
2012
|
|
1 |
p. CO2-
1 p.
|
artikel
|
| 42 |
Editorial Board
|
|
|
2011
|
|
1 |
p. CO2-
1 p.
|
artikel
|
| 43 |
Editorial Board
|
|
|
1996
|
|
1 |
p. ii-
1 p.
|
artikel
|
| 44 |
Editorial Board
|
|
|
1997
|
|
1 |
p. i-
1 p.
|
artikel
|
| 45 |
Editorial Board
|
|
|
1995
|
|
1 |
p. ii-
1 p.
|
artikel
|
| 46 |
Editorial Board
|
|
|
1994
|
|
1 |
p. ii-
1 p.
|
artikel
|
| 47 |
Embodying mathematics and science: Microworlds as representations
|
Edwards, Laurie D.
|
|
1998
|
|
1 |
p. 53-78
26 p.
|
artikel
|
| 48 |
Engaging in problem posing activities in a dynamic geometry setting and the development of prospective teachers’ mathematical knowledge
|
Lavy, Ilana
|
|
2010
|
|
1 |
p. 11-24
14 p.
|
artikel
|
| 49 |
Envisioning the infinite by projecting finite properties
|
Ely, Robert
|
|
2011
|
|
1 |
p. 1-18
18 p.
|
artikel
|
| 50 |
Exploring college students’ mental representations of inferential statistics
|
Lavigne, Nancy C.
|
|
2008
|
|
1 |
p. 11-32
22 p.
|
artikel
|
| 51 |
Exploring the role of metonymy in mathematical understanding and reasoning: The concept of derivative as an example
|
Zandieh, Michelle J.
|
|
2006
|
|
1 |
p. 1-17
17 p.
|
artikel
|
| 52 |
Factors involved in linking representations of functions
|
Even, Ruhama
|
|
1998
|
|
1 |
p. 105-121
17 p.
|
artikel
|
| 53 |
Flexibility and inflexibility in accurate mental addition and subtraction: two case studies
|
Heirdsfield, Ann M
|
|
2002
|
|
1 |
p. 57-74
18 p.
|
artikel
|
| 54 |
Fluency in subtraction compared with addition
|
Kamii, Constance
|
|
2001
|
|
1 |
p. 33-42
10 p.
|
artikel
|
| 55 |
Folding back and the dynamical growth of mathematical understanding: Elaborating the Pirie–Kieren Theory
|
Martin, Lyndon C.
|
|
2008
|
|
1 |
p. 64-85
22 p.
|
artikel
|
| 56 |
From exercises and tasks to problems and projects
|
Clements, Douglas H
|
|
2000
|
|
1 |
p. 9-47
39 p.
|
artikel
|
| 57 |
From test cases to special cases: Four undergraduates unpack a formula for combinations
|
Speiser, Bob
|
|
2007
|
|
1 |
p. 11-26
16 p.
|
artikel
|
| 58 |
Grade 3 students’ mathematization through modeling: Situation models and solution models with mutli-digit subtraction problem solving
|
Murata, Aki
|
|
2012
|
|
1 |
p. 15-28
14 p.
|
artikel
|
| 59 |
High school students’ understanding of the function concept
|
Dubinsky, Ed
|
|
2013
|
|
1 |
p. 83-101
19 p.
|
artikel
|
| 60 |
High school students’ understandings of geometric transformations in the context of a technological environment
|
Hollebrands, Karen F
|
|
2003
|
|
1 |
p. 55-72
18 p.
|
artikel
|
| 61 |
How fragile is consolidated knowledge?
|
Tsamir, Pessia
|
|
2005
|
|
1 |
p. 15-38
24 p.
|
artikel
|
| 62 |
How students structure their investigations and learn mathematics: insights from a long-term study
|
Maher, Carolyn A.
|
|
2005
|
|
1 |
p. 1-14
14 p.
|
artikel
|
| 63 |
IFC(Editorial Board)
|
|
|
2006
|
|
1 |
p. CO2-
1 p.
|
artikel
|
| 64 |
II A view from Britain
|
|
|
1994
|
|
1 |
p. 35-
1 p.
|
artikel
|
| 65 |
II First three keynote presentations of the ICME-7 algebra working group
|
|
|
1995
|
|
1 |
p. 13-
1 p.
|
artikel
|
| 66 |
III Negative numbers
|
|
|
1996
|
|
1 |
p. 55-
1 p.
|
artikel
|
| 67 |
III Reactions and discussion in the threee subgroups: Pre-algebra, secondary level, tertiary level
|
|
|
1995
|
|
1 |
p. 111-
1 p.
|
artikel
|
| 68 |
III What do we know about curricula?
|
|
|
1994
|
|
1 |
p. 53-
1 p.
|
artikel
|
| 69 |
I Introduction
|
|
|
1995
|
|
1 |
p. 5-
1 p.
|
artikel
|
| 70 |
I Introduction: The discussion begins
|
|
|
1994
|
|
1 |
p. 1-
1 p.
|
artikel
|
| 71 |
In Memoriam: Andrejs Dunkels (October 15, 1939–December 30, 1998)
|
Rogerson, Alan
|
|
1999
|
|
1 |
p. 3-5
3 p.
|
artikel
|
| 72 |
In memoriam: Robert B. Davis
|
Mather, Carolyn A.
|
|
1998
|
|
1 |
p. vii-xiv
nvt p.
|
artikel
|
| 73 |
Instructions to Authors
|
|
|
2004
|
|
1 |
p. I-VI
nvt p.
|
artikel
|
| 74 |
Integrating algebra and proof in high school mathematics: An exploratory study
|
Martinez, Mara V.
|
|
2011
|
|
1 |
p. 30-47
18 p.
|
artikel
|
| 75 |
IV A view from the New York times
|
|
|
1994
|
|
1 |
p. 81-
1 p.
|
artikel
|
| 76 |
IV Fourth keynote presentation: A closing reaction to the presentations and discussions of the working group
|
|
|
1995
|
|
1 |
p. 143-
1 p.
|
artikel
|
| 77 |
IV Problem solving
|
|
|
1996
|
|
1 |
p. 79-
1 p.
|
artikel
|
| 78 |
Japanese and American teachers' evaluations of mathematics lessons: A new technique for exploring beliefs
|
Jacobs, Jennifer K.
|
|
1997
|
|
1 |
p. 7-24
18 p.
|
artikel
|
| 79 |
Justification in the mathematics classroom: A study of prospective elementary teachers
|
Simon, Martin A.
|
|
1996
|
|
1 |
p. 3-31
29 p.
|
artikel
|
| 80 |
Learners’ level of understanding of the inclusion relations of quadrilaterals and prototype phenomenon
|
Fujita, Taro
|
|
2012
|
|
1 |
p. 60-72
13 p.
|
artikel
|
| 81 |
Learning beginning algebra with spreadsheets in a computer intensive environment
|
Tabach, Michal
|
|
2008
|
|
1 |
p. 48-63
16 p.
|
artikel
|
| 82 |
Linguistic indexicality in algebra discussions
|
Staats, Susan
|
|
2010
|
|
1 |
p. 41-56
16 p.
|
artikel
|
| 83 |
Locating negative decimals on the number line: Insights into the thinking of pre-service primary teachers
|
Widjaja, Wanty
|
|
2011
|
|
1 |
p. 80-91
12 p.
|
artikel
|
| 84 |
Lucy learning math
|
Daynes, Gary
|
|
2001
|
|
1 |
p. 1-6
6 p.
|
artikel
|
| 85 |
Making sense of instruction on fractions when a student lacks necessary fractional schemes: The case of Tim
|
Olive, John
|
|
2006
|
|
1 |
p. 18-45
28 p.
|
artikel
|
| 86 |
Making sense of shape: An analysis of children's written responses
|
Walcott, Crystal
|
|
2009
|
|
1 |
p. 30-40
11 p.
|
artikel
|
| 87 |
Making sense of the traditional long division algorithm
|
Lee, Ji-Eun
|
|
2007
|
|
1 |
p. 48-59
12 p.
|
artikel
|
| 88 |
Manipulatives: when are they useful?
|
Kamii, Constance
|
|
2001
|
|
1 |
p. 21-31
11 p.
|
artikel
|
| 89 |
Mathematical problem solving in didactic institutions as a complex system
|
Pichat, Michaël
|
|
2001
|
|
1 |
p. 43-53
11 p.
|
artikel
|
| 90 |
Mathematical problem solving in small groups: Exploring the interplay of students' metacognitive behaviors, perceptions, and ability levels
|
Artzt, Alice F.
|
|
1997
|
|
1 |
p. 63-74
12 p.
|
artikel
|
| 91 |
Mathematics education: Procedures, rituals and man's search for meaning
|
Vinner, Shlomo
|
|
2007
|
|
1 |
p. 1-10
10 p.
|
artikel
|
| 92 |
Mathematics education: Questions, rhetoric, and interpretations as we approach the year 2000
|
Davis, Robert B.
|
|
1997
|
|
1 |
p. 1-3
3 p.
|
artikel
|
| 93 |
Metaphoric and metonymic signification in mathematics
|
Presmeg, Norma C.
|
|
1998
|
|
1 |
p. 25-32
8 p.
|
artikel
|
| 94 |
Moving students through steps of mathematical knowing
|
Heinz, Karen
|
|
2000
|
|
1 |
p. 83-107
25 p.
|
artikel
|
| 95 |
Negative numbers: Reflections of a learning researcher
|
Streefland, Leen
|
|
1996
|
|
1 |
p. 57-77
21 p.
|
artikel
|
| 96 |
New directions in differential equations
|
Rasmussen, Chris L
|
|
2001
|
|
1 |
p. 55-87
33 p.
|
artikel
|
| 97 |
Peer interactions in a computer lab: reflections on results of a case study involving web-based dynamic geometry sketches
|
Sinclair, Margaret P.
|
|
2005
|
|
1 |
p. 89-107
19 p.
|
artikel
|
| 98 |
Performing algebra: Emergent discourse in a fifth-grade classroom
|
Speiser, Bob
|
|
1997
|
|
1 |
p. 39-49
11 p.
|
artikel
|
| 99 |
Perspectives on technology mediated learning in secondary school mathematics classrooms
|
Goos, Merrilyn
|
|
2003
|
|
1 |
p. 73-89
17 p.
|
artikel
|
| 100 |
Prelim iii(Full title page, Editorial board)
|
|
|
2004
|
|
1 |
p. iii-
1 p.
|
artikel
|
| 101 |
Prelim iii Title page Edi board
|
|
|
2005
|
|
1 |
p. iii-
1 p.
|
artikel
|
| 102 |
Preservice elementary teachers’ knowledge for teaching the associative property of multiplication: A preliminary analysis
|
Ding, Meixia
|
|
2013
|
|
1 |
p. 36-52
17 p.
|
artikel
|
| 103 |
Promoting productive mathematical classroom discourse with diverse students
|
White, Dorothy Y.
|
|
2003
|
|
1 |
p. 37-53
17 p.
|
artikel
|
| 104 |
Proof and justification
|
|
|
1996
|
|
1 |
p. 1-
1 p.
|
artikel
|
| 105 |
Public schools are failing brightest students, a federal study shows
|
Richardson, Lynda
|
|
1994
|
|
1 |
p. 82-84
3 p.
|
artikel
|
| 106 |
Purpose in school algebra
|
Bell, Alan
|
|
1995
|
|
1 |
p. 41-73
33 p.
|
artikel
|
| 107 |
Quantitative reasoning in a reconceived view of transfer
|
Lobato, Joanne
|
|
2002
|
|
1 |
p. 87-116
30 p.
|
artikel
|
| 108 |
Rationals and decimals as required in the school curriculum
|
Brousseau, Guy
|
|
2004
|
|
1 |
p. 1-20
20 p.
|
artikel
|
| 109 |
Reaction to Bell's article
|
Senk, Sharon L.
|
|
1995
|
|
1 |
p. 131-133
3 p.
|
artikel
|
| 110 |
Reaction to Harvey, Waits, and Demana's article
|
Zbiek, Rose Mary
|
|
1995
|
|
1 |
p. 133-137
5 p.
|
artikel
|
| 111 |
Reaction to Sfard's article
|
Johnson, Jerry
|
|
1995
|
|
1 |
p. 128-130
3 p.
|
artikel
|
| 112 |
Remarks on the struggle for citizenship and math/science literacy
|
Moses, Robert P.
|
|
1994
|
|
1 |
p. 107-111
5 p.
|
artikel
|
| 113 |
Remembering Anneli Cahn Lax (1922–1999)
|
Fernández, Eileen
|
|
2000
|
|
1 |
p. 1-7
7 p.
|
artikel
|
| 114 |
Representations and the psychology of mathematics education
|
Goldin, Gerald A.
|
|
1998
|
|
1 |
p. 1-4
4 p.
|
artikel
|
| 115 |
Representing motion: an experiment in learning
|
Speiser, Bob
|
|
2003
|
|
1 |
p. 1-35
35 p.
|
artikel
|
| 116 |
Roles and behaviors in technology- integrated precalculus classrooms
|
Farrell, Ann M.
|
|
1996
|
|
1 |
p. 35-53
19 p.
|
artikel
|
| 117 |
Sample space partitions: An investigative lens
|
Chernoff, Egan J.
|
|
2009
|
|
1 |
p. 19-29
11 p.
|
artikel
|
| 118 |
Semantic contamination and mathematical proof: Can a non-proof prove?
|
Mejía-Ramos, Juan Pablo
|
|
2011
|
|
1 |
p. 19-29
11 p.
|
artikel
|
| 119 |
Should proof be minimal? Ms T's evaluation of secondary school students’ proofs
|
Tsamir, Pessia
|
|
2009
|
|
1 |
p. 58-67
10 p.
|
artikel
|
| 120 |
Solving algebra problems with interactive diagrams: Demonstration and construction of examples
|
Naftaliev, Elena
|
|
2011
|
|
1 |
p. 48-61
14 p.
|
artikel
|
| 121 |
Some insights into the generalizing of mathematical meanings
|
Hung, David W.L.
|
|
2000
|
|
1 |
p. 63-82
20 p.
|
artikel
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V A curriculum that cares about individuals
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VI An alternative approach: The algebra project
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VII The pros and cons of open-ended questions
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What changes when we use technology?
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What mathematics should students learn?
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Why are they changing school algebra and who's doing it?
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