| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A framework for identifying mathematical arguments as supported claims created in day-to-day classroom interactions
|
Nordin, Anna-Karin
|
|
2018
|
51 |
C |
p. 15-27
|
artikel
|
| 2 |
An international perspective on knowledge in teaching mathematics
|
Maher, Carolyn A.
|
|
2018
|
51 |
C |
p. 71-79
|
artikel
|
| 3 |
Editorial Board
|
|
|
2018
|
51 |
C |
p. ii
|
artikel
|
| 4 |
Enhancing and analyzing kindergarten teachers’ professional knowledge for early mathematics education
|
Gasteiger, Hedwig
|
|
2018
|
51 |
C |
p. 109-117
|
artikel
|
| 5 |
Exploring experiences for assisting primary pre-service teachers to extend their knowledge of student strategies and reasoning
|
Livy, Sharyn
|
|
2018
|
51 |
C |
p. 150-160
|
artikel
|
| 6 |
Generating different lesson designs and analyzing their effects: The impact of representations when discerning aspects of the derivative
|
Ryberg, Ulf
|
|
2018
|
51 |
C |
p. 1-14
|
artikel
|
| 7 |
Investigating the relationships among elementary teachers’ perceptions of the use of students’ thinking, their professional noticing skills, and their teaching practices
|
Lee, Mi Yeon
|
|
2018
|
51 |
C |
p. 118-128
|
artikel
|
| 8 |
Perceptions of social issues as contexts for secondary mathematics
|
Mamolo, Ami
|
|
2018
|
51 |
C |
p. 28-40
|
artikel
|
| 9 |
Preservice teacher proficiency with transformations-based congruence proofs after a college proof-based geometry class
|
Hegg, Meredith
|
|
2018
|
51 |
C |
p. 56-70
|
artikel
|
| 10 |
Primary mathematics teachers’ responses to students’ offers: An ‘elaboration’ framework
|
Abdulhamid, Lawan
|
|
2018
|
51 |
C |
p. 80-94
|
artikel
|
| 11 |
Supporting teachers in improving their knowledge of mathematics
|
Sullivan, Peter
|
|
2018
|
51 |
C |
p. 161-166
|
artikel
|
| 12 |
Teaching the language of mathematics: What the research tells us teachers need to know and do
|
Wilkinson, Louise C.
|
|
2018
|
51 |
C |
p. 167-174
|
artikel
|
| 13 |
The alignment of student fraction learning with textbooks in Korea and the United States
|
Shin, Jaehong
|
|
2018
|
51 |
C |
p. 129-149
|
artikel
|
| 14 |
The role of linguistic features when reading and solving mathematics tasks in different languages
|
Bergqvist, Ewa
|
|
2018
|
51 |
C |
p. 41-55
|
artikel
|
| 15 |
Using contextualized tasks to engage students in meaningful and worthwhile mathematics learning
|
Clarke, Doug
|
|
2018
|
51 |
C |
p. 95-108
|
artikel
|
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