| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Accounting for mathematicians’ priorities in mathematics courses for secondary teachers
|
Lai, Yvonne
|
|
2019
|
53 |
C |
p. 164-178
|
artikel
|
| 2 |
A comparison between mathematicians’ and students’ use of examples for conjecturing and proving
|
Lynch, Alison G.
|
|
2019
|
53 |
C |
p. 323-338
|
artikel
|
| 3 |
Analysis of the argumentation of nine-year-olds engaged in discourse about comparing fraction models
|
Van Ness, Cheryl K.
|
|
2019
|
53 |
C |
p. 13-41
|
artikel
|
| 4 |
Belief structure as explanation for resistance to change: The case of Robin
|
Conner, AnnaMarie
|
|
2019
|
53 |
C |
p. 196-209
|
artikel
|
| 5 |
Conventions, habits, and U.S. teachers’ meanings for graphs
|
Moore, Kevin C.
|
|
2019
|
53 |
C |
p. 179-195
|
artikel
|
| 6 |
Editorial Board
|
|
|
2019
|
53 |
C |
p. ii
|
artikel
|
| 7 |
Exploring unfamiliar paths through familiar mathematical territory: Constraints and affordances in a preservice teacher’s reasoning about fraction comparisons
|
Whitacre, Ian
|
|
2019
|
53 |
C |
p. 148-163
|
artikel
|
| 8 |
From examples to proof: Purposes, strategies, and affordances of example use
|
Ozgur, Zekiye
|
|
2019
|
53 |
C |
p. 284-303
|
artikel
|
| 9 |
From the classification of quadrilaterals to the classification of prisms: An experiment with prospective teachers
|
Brunheira, Lina
|
|
2019
|
53 |
C |
p. 65-80
|
artikel
|
| 10 |
Gesturing standard deviation: Gestures undergraduate students use in describing their concepts of standard deviation
|
Parrill, Fey
|
|
2019
|
53 |
C |
p. 1-12
|
artikel
|
| 11 |
Grade 5 children’s drawings for integer addition and subtraction open number sentences
|
Wessman-Enzinger, Nicole M.
|
|
2019
|
53 |
C |
p. 105-128
|
artikel
|
| 12 |
How elementary and collegiate instructors envision tasks as supportive of mathematical argumentation: A comparison of instructors’ task constructions
|
Rogers, Kimberly Cervello
|
|
2019
|
53 |
C |
p. 228-241
|
artikel
|
| 13 |
Improving realistic word problem solving by using humor
|
Van Dooren, Wim
|
|
2019
|
53 |
C |
p. 96-104
|
artikel
|
| 14 |
Reasoning within quantitative frames of reference: The case of Lydia
|
Lee, Hwa Young
|
|
2019
|
53 |
C |
p. 81-95
|
artikel
|
| 15 |
Relationships between proof and examples: Comments arising from the papers in this issue
|
Mason, John
|
|
2019
|
53 |
C |
p. 339-347
|
artikel
|
| 16 |
Strengths and inconsistencies in students’ understanding of the roles of examples in proving
|
Buchbinder, Orly
|
|
2019
|
53 |
C |
p. 129-147
|
artikel
|
| 17 |
Students’ understanding of the concepts involved in one-sample hypothesis testing
|
Stalvey, Harrison E.
|
|
2019
|
53 |
C |
p. 42-64
|
artikel
|
| 18 |
Student thinking with examples: The criteria-affordances-purposes-strategies framework
|
Ellis, Amy B.
|
|
2019
|
53 |
C |
p. 263-283
|
artikel
|
| 19 |
The complex interplay between examples and proving: Where are we and where should we head?
|
Zaslavsky, Orit
|
|
2019
|
53 |
C |
p. 242-244
|
artikel
|
| 20 |
The nature of students’ productive and non-productive example-use for proving
|
Aricha-Metzer, Inbar
|
|
2019
|
53 |
C |
p. 304-322
|
artikel
|
| 21 |
There is more to examples than meets the eye: Thinking with and through mathematical examples in different settings
|
Zaslavsky, Orit
|
|
2019
|
53 |
C |
p. 245-255
|
artikel
|
| 22 |
The role and use of examples in learning to prove
|
Knuth, Eric
|
|
2019
|
53 |
C |
p. 256-262
|
artikel
|
| 23 |
Using mobile puzzles to exhibit certain algebraic habits of mind and demonstrate symbol-sense in primary school students
|
Papadopoulos, Ioannis
|
|
2019
|
53 |
C |
p. 210-227
|
artikel
|
Tijdschrift beschrijving