| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A geometry teacher's use of a metaphor in relation to a prototypical image to help students remember a set of theorems
|
González, Gloriana
|
|
2013
|
32 |
3 |
p. 397-414
18 p.
|
artikel
|
| 2 |
An exploration of students’ errors in derivatives in a university of technology
|
Siyepu, Sibawu Witness
|
|
2013
|
32 |
3 |
p. 577-592
16 p.
|
artikel
|
| 3 |
An “inverse” relationship between mathematics identities and classroom practices among early career elementary teachers: The impact of accountability
|
Gujarati, Joan
|
|
2013
|
32 |
3 |
p. 633-648
16 p.
|
artikel
|
| 4 |
A power meaning of multiplication: Three eighth graders’ solutions of Cartesian product problems
|
Tillema, Erik S.
|
|
2013
|
32 |
3 |
p. 331-352
22 p.
|
artikel
|
| 5 |
Coding and decoding representations of 3D shapes
|
Pittalis, Marios
|
|
2013
|
32 |
3 |
p. 673-689
17 p.
|
artikel
|
| 6 |
Constructs of engagement emerging in an ethnomathematically-based teacher education course
|
Verner, Igor
|
|
2013
|
32 |
3 |
p. 494-507
14 p.
|
artikel
|
| 7 |
Contradictions and uncertainty in scientists’ mathematical modeling and interpretation of data
|
Roth, Wolff-Michael
|
|
2013
|
32 |
3 |
p. 593-612
20 p.
|
artikel
|
| 8 |
Covariational reasoning and invariance among coordinate systems
|
Moore, Kevin C.
|
|
2013
|
32 |
3 |
p. 461-473
13 p.
|
artikel
|
| 9 |
Decoding a proof of Fermat's Little Theorem via script writing
|
Koichu, Boris
|
|
2013
|
32 |
3 |
p. 364-376
13 p.
|
artikel
|
| 10 |
Double negative: The necessity principle, commognitive conflict, and negative number operations
|
Rabin, Jeffrey M.
|
|
2013
|
32 |
3 |
p. 649-659
11 p.
|
artikel
|
| 11 |
Editorial Board
|
|
|
2013
|
32 |
3 |
p. CO2-
1 p.
|
artikel
|
| 12 |
Enhancing pre-service teachers’ fraction knowledge through open approach instruction
|
Lin, Cheng-Yao
|
|
2013
|
32 |
3 |
p. 309-330
22 p.
|
artikel
|
| 13 |
Flexible thinking and met-befores: Impact on learning mathematics
|
McGowen, Mercedes A.
|
|
2013
|
32 |
3 |
p. 527-537
11 p.
|
artikel
|
| 14 |
Grade-continuum trajectories of four known probabilistic misconceptions: What are students’ perceptions of self-efficacy in completing probability tasks?
|
Kustos, Paul
|
|
2013
|
32 |
3 |
p. 508-526
19 p.
|
artikel
|
| 15 |
Issues in theorizing mathematics learning and teaching: A contrast between learning through activity and DNR research programs
|
Simon, Martin A.
|
|
2013
|
32 |
3 |
p. 281-294
14 p.
|
artikel
|
| 16 |
Knowing students as mathematics learners and teaching numbers 10–100: A case study of four 1st grade teachers from Romania
|
Tanase, Madalina
|
|
2013
|
32 |
3 |
p. 564-576
13 p.
|
artikel
|
| 17 |
Likelihood and sample size: The understandings of students and their teachers
|
Watson, Jane
|
|
2013
|
32 |
3 |
p. 660-672
13 p.
|
artikel
|
| 18 |
Multiple levels of metacognition and their elicitation through complex problem-solving tasks
|
Kim, Young Rae
|
|
2013
|
32 |
3 |
p. 377-396
20 p.
|
artikel
|
| 19 |
Prerequisite algebra skills and associated misconceptions of middle grade students: A review
|
Bush, Sarah B.
|
|
2013
|
32 |
3 |
p. 613-632
20 p.
|
artikel
|
| 20 |
Teacher's reflections on experimenting with technology-enriched inquiry-based mathematics teaching with a preplanned teaching unit
|
Hähkiöniemi, Markus
|
|
2013
|
32 |
3 |
p. 295-308
14 p.
|
artikel
|
| 21 |
Teaching and learning mathematics in the collective
|
Towers, Jo
|
|
2013
|
32 |
3 |
p. 424-433
10 p.
|
artikel
|
| 22 |
The fractional knowledge and algebraic reasoning of students with the first multiplicative concept
|
Hackenberg, Amy J.
|
|
2013
|
32 |
3 |
p. 538-563
26 p.
|
artikel
|
| 23 |
The impact of using multiple modalities on students’ acquisition of fractional knowledge: An international study in embodied mathematics across semiotic cultures
|
Chahine, Iman C.
|
|
2013
|
32 |
3 |
p. 434-449
16 p.
|
artikel
|
| 24 |
The mathematical beliefs and behavior of high school students: Insights from a longitudinal study
|
Francisco, John M.
|
|
2013
|
32 |
3 |
p. 481-493
13 p.
|
artikel
|
| 25 |
The mathematics teacher: Between solving equations and the meaning of it all
|
Vinner, Shlomo
|
|
2013
|
32 |
3 |
p. 474-480
7 p.
|
artikel
|
| 26 |
The role of problem representation and feature knowledge in algebraic equation-solving
|
Booth, Julie L.
|
|
2013
|
32 |
3 |
p. 415-423
9 p.
|
artikel
|
| 27 |
Tracing Robert's use of representations to solve counting problems: A 16-year case study
|
Ahluwalia, Anoop
|
|
2013
|
32 |
3 |
p. 353-363
11 p.
|
artikel
|
| 28 |
Young children's recognition of quantitative relations in mathematically unspecified settings
|
McMullen, Jake A.
|
|
2013
|
32 |
3 |
p. 450-460
11 p.
|
artikel
|
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