| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A formative assessment of students’ algebraic variable misconceptions
|
Lucariello, Joan
|
|
2014
|
33 |
C |
p. 30-41
12 p.
|
artikel
|
| 2 |
A framework for characterizing student understanding of Riemann sums and definite integrals
|
Sealey, Vicki
|
|
2014
|
33 |
C |
p. 230-245
16 p.
|
artikel
|
| 3 |
A framework for example usage in proof presentations
|
Mills, Melissa
|
|
2014
|
33 |
C |
p. 106-118
13 p.
|
artikel
|
| 4 |
Conceptual blending: Student reasoning when proving “conditional implies conditional” statements
|
Zandieh, Michelle
|
|
2014
|
33 |
C |
p. 209-229
21 p.
|
artikel
|
| 5 |
Developing mathematical competence: From the intended to the enacted curriculum
|
Boesen, Jesper
|
|
2014
|
33 |
C |
p. 72-87
16 p.
|
artikel
|
| 6 |
Elementary and middle school students’ analyses of pictorial growth patterns
|
Walkowiak, Temple A.
|
|
2014
|
33 |
C |
p. 56-71
16 p.
|
artikel
|
| 7 |
Examining novice teacher leaders’ facilitation of mathematics professional development
|
Borko, Hilda
|
|
2014
|
33 |
C |
p. 149-167
19 p.
|
artikel
|
| 8 |
How students interpret and enact inquiry-oriented defining practices in undergraduate real analysis
|
Dawkins, Paul Christian
|
|
2014
|
33 |
C |
p. 88-105
18 p.
|
artikel
|
| 9 |
Impacting positively on students’ mathematical problem solving beliefs: An instructional intervention of short duration
|
Stylianides, Andreas J.
|
|
2014
|
33 |
C |
p. 8-29
22 p.
|
artikel
|
| 10 |
Inside front cover (Editorial Board)
|
|
|
2014
|
33 |
C |
p. CO2-
1 p.
|
artikel
|
| 11 |
Knowledge shifts and knowledge agents in the classroom
|
Tabach, Michal
|
|
2014
|
33 |
C |
p. 192-208
17 p.
|
artikel
|
| 12 |
On recognizing proportionality: Does the ability to solve missing value proportional problems presuppose the conception of proportional reasoning?
|
Tjoe, Hartono
|
|
2014
|
33 |
C |
p. 1-7
7 p.
|
artikel
|
| 13 |
Problems and solutions in students’ reinvention of a definition for sequence convergence
|
Oehrtman, Michael
|
|
2014
|
33 |
C |
p. 131-148
18 p.
|
artikel
|
| 14 |
Reversible reasoning in fractional situations: Theorems-in-action and constraints
|
Ramful, Ajay
|
|
2014
|
33 |
C |
p. 119-130
12 p.
|
artikel
|
| 15 |
Students’ sense-making frames in mathematics lectures
|
Weinberg, Aaron
|
|
2014
|
33 |
C |
p. 168-179
12 p.
|
artikel
|
| 16 |
The role of framing in productive classroom discussions: A case for teacher learning
|
Whitenack, Joy W.
|
|
2014
|
33 |
C |
p. 42-55
14 p.
|
artikel
|
| 17 |
Undergraduates’ use of examples in online discussions
|
Yopp, David A.
|
|
2014
|
33 |
C |
p. 180-191
12 p.
|
artikel
|
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