| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Algebra for all students?
|
Chazan, Daniel
|
|
1996
|
15 |
4 |
p. 455-477
23 p.
|
artikel
|
| 2 |
Authors index to volume 15
|
|
|
1996
|
15 |
4 |
p. 489-
1 p.
|
artikel
|
| 3 |
Contents index to volume 15
|
|
|
1996
|
15 |
4 |
p. 491-493
3 p.
|
artikel
|
| 4 |
Habits of mind: An organizing principle for mathematics curricula
|
Cuoco, Al
|
|
1996
|
15 |
4 |
p. 375-402
28 p.
|
artikel
|
| 5 |
III. Studying students as they work on mathematical tasks
|
|
|
1996
|
15 |
4 |
p. 403-
1 p.
|
artikel
|
| 6 |
II. What is “mathematics?”
|
|
|
1996
|
15 |
4 |
p. 373-
1 p.
|
artikel
|
| 7 |
I. Mathematics as a way of thinking about reality
|
|
|
1996
|
15 |
4 |
p. 349-
1 p.
|
artikel
|
| 8 |
In memoriam: Walter J. Johnson (1908–1996)
|
|
|
1996
|
15 |
4 |
p. iii-
1 p.
|
artikel
|
| 9 |
IV. Effective use of technology
|
|
|
1996
|
15 |
4 |
p. 423-
1 p.
|
artikel
|
| 10 |
Mathematics and molecules: Exploring connections via programming
|
Ploger, Don
|
|
1996
|
15 |
4 |
p. 441-452
12 p.
|
artikel
|
| 11 |
Mathematics curriculum decisions: Back to basics
|
Begg, Andy
|
|
1996
|
15 |
4 |
p. 479-487
9 p.
|
artikel
|
| 12 |
Purposeful contexts for formal notation in a spreadsheet environment
|
Ainley, Janet
|
|
1996
|
15 |
4 |
p. 405-422
18 p.
|
artikel
|
| 13 |
Second catwalk: Narrative, context, and embodiment
|
Speiser, Bob
|
|
1996
|
15 |
4 |
p. 351-371
21 p.
|
artikel
|
| 14 |
The graphics calculator in mathematics education
|
Drijvers, Paul
|
|
1996
|
15 |
4 |
p. 425-440
16 p.
|
artikel
|
| 15 |
V. What, really, is “basic”?— The problem of diversity
|
|
|
1996
|
15 |
4 |
p. 453-
1 p.
|
artikel
|
| 16 |
Walter J. Johnson's role in the history of the journal of mathematical behavior
|
|
|
1996
|
15 |
4 |
p. iv-v
nvt p.
|
artikel
|
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