| no |
title |
author |
magazine |
year |
volume |
issue |
page(s) |
type |
| 1 |
A cycle for validating a learning progression illustrated with an example from the concept of function
|
Graf, Edith Aurora
|
|
|
62 |
C |
p.
|
article
|
| 2 |
A learning trajectory in Kindergarten and first grade students’ thinking of variable and use of variable notation to represent indeterminate quantities
|
Ventura, Ana Clara
|
|
|
62 |
C |
p.
|
article
|
| 3 |
Cognitive trajectory of proof by contradiction for transition-to-proof students
|
Chamberlain Jr., Darryl
|
|
|
62 |
C |
p.
|
article
|
| 4 |
Conceptual metaphors for isomorphism and homomorphism: Instructors’ descriptions for themselves and when teaching
|
Rupnow, Rachel
|
|
|
62 |
C |
p.
|
article
|
| 5 |
Editorial Board
|
|
|
|
62 |
C |
p.
|
article
|
| 6 |
Focuses of awareness in the process of learning the fundamental theorem of calculus with digital technologies
|
Swidan, Osama
|
|
|
62 |
C |
p.
|
article
|
| 7 |
From “You have to have three numbers and a plus sign” to “It’s the exact same thing”: K–1 students learn to think relationally about equations
|
Stephens, Ana
|
|
|
62 |
C |
p.
|
article
|
| 8 |
Identifying and supporting teachers’ robust understanding of proportional reasoning
|
Glassmeyer, David
|
|
|
62 |
C |
p.
|
article
|
| 9 |
Investigating the transformation of a secondary teacher’s knowledge of trigonometric functions
|
Tallman, Michael A.
|
|
|
62 |
C |
p.
|
article
|
| 10 |
Investigating undergraduate students’ proof schemes and perspectives about combinatorial proof
|
Erickson, Sarah A.
|
|
|
62 |
C |
p.
|
article
|
| 11 |
“Just solving for x”: Retrospective narratives of opportunities of learn on hyper-accelerated algebra I pathways
|
Galanti, Terrie M.
|
|
|
62 |
C |
p.
|
article
|
| 12 |
Mathematical poetic structures: The sound shape of collaboration
|
Staats, Susan
|
|
|
62 |
C |
p.
|
article
|
| 13 |
Predetermined accommodations with a standardized testing protocol: Examining two accommodation supports for developing fraction thinking in students with mathematical difficulties
|
Zhang, Dake
|
|
|
62 |
C |
p.
|
article
|
| 14 |
Reinforcing key combinatorial ideas in a computational setting: A case of encoding outcomes in computer programming
|
Lockwood, Elise
|
|
|
62 |
C |
p.
|
article
|
| 15 |
Running to keep up with the lecturer or gradual de-ritualization? Biology students’ engagement with construction and data interpretation graphing routines in mathematical modelling tasks
|
Viirman, Olov
|
|
|
62 |
C |
p.
|
article
|
| 16 |
Students’ multilingual repertoires-in-use for meaning-making: Contrasting case studies in three multilingual constellations
|
Uribe, Ángela
|
|
|
62 |
C |
p.
|
article
|
| 17 |
Teaching practices aimed at promoting meta-level learning: The case of complex numbers
|
Nachlieli, Talli
|
|
|
62 |
C |
p.
|
article
|
| 18 |
The discursive footprint of learning across mathematical domains: The case of the tangent line
|
Biza, Irene
|
|
|
62 |
C |
p.
|
article
|
| 19 |
The finite-to-finite strand of a learning progression for the concept of function: A research synthesis and cognitive analysis
|
Eames, Cheryl L.
|
|
|
62 |
C |
p.
|
article
|
| 20 |
The progression of preservice teachers’ covariational reasoning as they model global warming
|
González, Darío A.
|
|
|
62 |
C |
p.
|
article
|
| 21 |
United States and South Korean citizens’ interpretation and assessment of COVID-19 quantitative data
|
Yoon, Hyunkyoung
|
|
|
62 |
C |
p.
|
article
|
| 22 |
Ways secondary mathematics teachers apply definitions in Taxicab geometry for a real-life situation: Midset
|
Kemp, Aubrey
|
|
|
62 |
C |
p.
|
article
|
Journal description