| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Arguing About the Effectiveness of Assessments for the Classroom
|
Nichols, Paul D.
|
|
|
61 |
C |
p.
|
artikel
|
| 2 |
Backward transfer influences from quadratic functions instruction on students’ prior ways of covariational reasoning about linear functions
|
Hohensee, Charles
|
|
|
61 |
C |
p.
|
artikel
|
| 3 |
Bridging incommensurable discourses – A commognitive look at instructional design in the zone of proximal development
|
Cooper, Jason
|
|
|
61 |
C |
p.
|
artikel
|
| 4 |
Connecting multiplicative thinking and mathematical reasoning in the middle years
|
Callingham, Rosemary
|
|
|
61 |
C |
p.
|
artikel
|
| 5 |
Editorial Board
|
|
|
|
61 |
C |
p.
|
artikel
|
| 6 |
Empirical reconstruction of learning progressions based on teachers’ tagging of didactic metadata
|
Cooper, Jason
|
|
|
61 |
C |
p.
|
artikel
|
| 7 |
“He was poking holes …” A case study on figuring out metadiscursive rules through primary sources
|
Barnett, Janet Heine
|
|
|
61 |
C |
p.
|
artikel
|
| 8 |
“I am more of a visual learner”: The disciplinary values and identities in school mathematics learning and group work
|
Takeuchi, Miwa Aoki
|
|
|
61 |
C |
p.
|
artikel
|
| 9 |
Middle school students’ construction of quantitative unknowns
|
Hackenberg, Amy J.
|
|
|
61 |
C |
p.
|
artikel
|
| 10 |
Problematizing mathematics and its pedagogy through teacher engagement with history-focused and classroom situation-specific tasks
|
Moustapha-Corrêa, Bruna
|
|
|
61 |
C |
p.
|
artikel
|
| 11 |
Student Quantifications as Meanings for Quantified Variables in Complex Mathematical Statements
|
Sellers, Morgan Early
|
|
|
61 |
C |
p.
|
artikel
|
| 12 |
Toward a model for students’ combinatorial thinking
|
Salavatinejad, Naghme
|
|
|
61 |
C |
p.
|
artikel
|
| 13 |
What do mathematicians mean by proof? A comparative-judgement study of students’ and mathematicians’ views
|
Davies, Ben
|
|
|
61 |
C |
p.
|
artikel
|
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