| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
An examination of college mathematics majors’ understandings of their own written definitions
|
Dickerson, David S.
|
|
2016
|
41 |
C |
p. 1-9
9 p.
|
artikel
|
| 2 |
Co-construction of fractions schemes and units coordinating structures
|
Boyce, Steven
|
|
2016
|
41 |
C |
p. 10-25
16 p.
|
artikel
|
| 3 |
Designing mathematics classes to promote equity and engagement
|
Boaler, Jo
|
|
2016
|
41 |
C |
p. 172-178
7 p.
|
artikel
|
| 4 |
Doing things: Organizing for agency in mathematical learning
|
Sengupta-Irving, Tesha
|
|
2016
|
41 |
C |
p. 210-218
9 p.
|
artikel
|
| 5 |
Editorial
|
Maher, Carolyn A.
|
|
2016
|
41 |
C |
p. 171-
1 p.
|
artikel
|
| 6 |
Establishing links between conceptions, argumentation and proof through the ck¢-enriched Toulmin model
|
Pedemonte, Bettina
|
|
2016
|
41 |
C |
p. 104-122
19 p.
|
artikel
|
| 7 |
Exploring a structure for mathematics lessons that initiate learning by activating cognition on challenging tasks
|
Sullivan, Peter
|
|
2016
|
41 |
C |
p. 159-170
12 p.
|
artikel
|
| 8 |
Inside front cover (Editorial Board)
|
|
|
2016
|
41 |
C |
p. IFC-
1 p.
|
artikel
|
| 9 |
Learning to represent, representing to learn
|
Selling, Sarah Kate
|
|
2016
|
41 |
C |
p. 191-209
19 p.
|
artikel
|
| 10 |
Levels of participatory conception of fractional quantity along a purposefully sequenced series of equal sharing tasks: Stu's trajectory
|
Hunt, Jessica H.
|
|
2016
|
41 |
C |
p. 45-67
23 p.
|
artikel
|
| 11 |
Making use of what's given: Children's detailing in mathematical argumentative writing
|
Kosko, Karl W.
|
|
2016
|
41 |
C |
p. 68-86
19 p.
|
artikel
|
| 12 |
Meaning for fraction multiplication: Thematic analysis of mathematical talk in three fifth grade classes
|
Webel, Corey
|
|
2016
|
41 |
C |
p. 123-140
18 p.
|
artikel
|
| 13 |
Second graders articulating ideas about linear functional relationships
|
Cañadas, María C.
|
|
2016
|
41 |
C |
p. 87-103
17 p.
|
artikel
|
| 14 |
Students’ proof schemes for mathematical proving and disproving of propositions
|
Lee, KoSze
|
|
2016
|
41 |
C |
p. 26-44
19 p.
|
artikel
|
| 15 |
The many colors of algebra: The impact of equity focused teaching upon student learning and engagement
|
Boaler, Jo
|
|
2016
|
41 |
C |
p. 179-190
12 p.
|
artikel
|
| 16 |
The same tasks, different learning opportunities: An analysis of two exemplary lessons in China and the U.S. from a perspective of variation
|
Huang, Rongjin
|
|
2016
|
41 |
C |
p. 141-158
18 p.
|
artikel
|
| 17 |
Truth isn’t everything: Promoting aesthetically guided choice in mathematical work
|
Fiori, Nicholas
|
|
2016
|
41 |
C |
p. 219-234
16 p.
|
artikel
|
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