| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
An autoethnography of a (reluctant) teacher leader
|
Knapp, Melinda C.
|
|
2017
|
46 |
C |
p. 251-266
|
artikel
|
| 2 |
Answering the call by developing an online elementary mathematics specialist program
|
Harrington, Rachel A.
|
|
2017
|
46 |
C |
p. 303-312
|
artikel
|
| 3 |
A research journey through mathematics coaching
|
Luebeck, Jennifer
|
|
2017
|
46 |
C |
p. 152-162
|
artikel
|
| 4 |
Authority and whole-class proving in high school geometry: The case of Ms. Finley
|
Otten, Samuel
|
|
2017
|
46 |
C |
p. 112-127
|
artikel
|
| 5 |
Developing collective capacity to improve mathematics instruction: Coaching as a lever for school-wide improvement
|
Gibbons, Lynsey K.
|
|
2017
|
46 |
C |
p. 231-250
|
artikel
|
| 6 |
Editors’ Introduction to special issue on mathematics coaches
|
Maher, Carolyn A.
|
|
2017
|
46 |
C |
p. 145
|
artikel
|
| 7 |
Effectively coaching middle school teachers: A case for teacher and student learning
|
Ellington, Aimee
|
|
2017
|
46 |
C |
p. 177-195
|
artikel
|
| 8 |
Elementary mathematics specialists in “departmentalized” teaching assignments: Affordances and constraints
|
Webel, Corey
|
|
2017
|
46 |
C |
p. 196-214
|
artikel
|
| 9 |
Field-based hypotheses on advancing standards for mathematical practice
|
Harel, Guershon
|
|
2017
|
46 |
C |
p. 58-68
|
artikel
|
| 10 |
Inside front cover (Editorial Board)
|
|
|
2017
|
46 |
C |
p. IFC
|
artikel
|
| 11 |
Mathematics coaching and instructional reform: Individual and collective change
|
Hopkins, Megan
|
|
2017
|
46 |
C |
p. 215-230
|
artikel
|
| 12 |
Preparing and implementing successful mathematics coaches and teacher leaders
|
Ellington, Aimee
|
|
2017
|
46 |
C |
p. 146-151
|
artikel
|
| 13 |
Principal and coach as partners
|
West, Lucy
|
|
2017
|
46 |
C |
p. 313-320
|
artikel
|
| 14 |
Reflections on the promise and complexity of mathematics coaching
|
Campbell, Patricia F.
|
|
2017
|
46 |
C |
p. 163-176
|
artikel
|
| 15 |
Stimulating student aesthetic response to mathematical problems by means of manipulating the extent of surprise
|
Koichu, Boris
|
|
2017
|
46 |
C |
p. 42-57
|
artikel
|
| 16 |
Students’ geometric thinking with cube representations: Assessment framework and empirical evidence
|
Fujita, Taro
|
|
2017
|
46 |
C |
p. 96-111
|
artikel
|
| 17 |
Students’ understanding of the relation between tangent plane and directional derivatives of functions of two variables
|
Martínez-Planell, Rafael
|
|
2017
|
46 |
C |
p. 13-41
|
artikel
|
| 18 |
The basis step in the construction of the principle of mathematical induction based on APOS theory
|
García-Martínez, Isabel
|
|
2017
|
46 |
C |
p. 128-143
|
artikel
|
| 19 |
The ecology of instructional teacher leadership
|
Smith, P. Sean
|
|
2017
|
46 |
C |
p. 267-288
|
artikel
|
| 20 |
The effect of rewording and dyadic interaction on realistic reasoning in solving word problems
|
Mellone, Maria
|
|
2017
|
46 |
C |
p. 1-12
|
artikel
|
| 21 |
The learning and teaching of linear algebra: Observations and generalizations
|
Harel, Guershon
|
|
2017
|
46 |
C |
p. 69-95
|
artikel
|
| 22 |
The Virginia mathematics specialist initiative: Collaborative effort among all components of the VA mathematics community
|
Haver, William E.
|
|
2017
|
46 |
C |
p. 289-302
|
artikel
|
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