| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Adidactical problem-posing as captured by scripting journeys: Investigating sums of consecutive integers
|
Kercher, Andrew
|
|
|
73 |
C |
p.
|
artikel
|
| 2 |
Analogical structure sense: A case study of students’ analogical reasoning between groups and rings
|
Hicks, Michael D.
|
|
|
73 |
C |
p.
|
artikel
|
| 3 |
An exploratory mixed methods study about teacher candidates’ descriptions of children’s confusion, productive struggle, and mistakes in an elementary mathematics methods course
|
Kalinec-Craig, Crystal
|
|
|
73 |
C |
p.
|
artikel
|
| 4 |
A symbolizing activity for constructing personal expressions and its impact on a student’s understanding of the sequence of partial sums
|
Eckman, Derek
|
|
|
73 |
C |
p.
|
artikel
|
| 5 |
Attending to task variables when engaging in group problem posing for elementary level mathematics
|
Leavy, Aisling
|
|
|
73 |
C |
p.
|
artikel
|
| 6 |
Combinatorial and quantitative reasoning: Stage 3 high school students’ reason about combinatorics problems and their representation as 3-D arrays
|
Tillema, Erik S.
|
|
|
73 |
C |
p.
|
artikel
|
| 7 |
Comparing student strategies in a game-based and pen-and-paper task for linear algebra
|
Bernier, Jeremy
|
|
|
73 |
C |
p.
|
artikel
|
| 8 |
Conceptualizing reasoning practices in the context of sociomathematical issues
|
Chorney, Sean
|
|
|
73 |
C |
p.
|
artikel
|
| 9 |
Connecting operation-choice problems by the variation principle: Sixth graders’ operational or deeper relational pathways
|
Zorrilla, Cristina
|
|
|
73 |
C |
p.
|
artikel
|
| 10 |
Considering, piloting, scaling and sustaining a research-based precalculus curriculum and professional development innovation
|
Carlson, Marilyn P.
|
|
|
73 |
C |
p.
|
artikel
|
| 11 |
Demands and scaffolds for explaining the connection of multiple representations: Revisiting the bottle-filling task
|
Zentgraf, Katharina
|
|
|
73 |
C |
p.
|
artikel
|
| 12 |
Do task variables of self-generated problems influence interest? Authenticity, openness, complexity, and students’ interest in solving self-generated modelling problems
|
Krawitz, Janina
|
|
|
73 |
C |
p.
|
artikel
|
| 13 |
Editorial Board
|
|
|
|
73 |
C |
p.
|
artikel
|
| 14 |
Exploring middle school teachers’ views about problem-posing tasks
|
Han, Jaepil
|
|
|
73 |
C |
p.
|
artikel
|
| 15 |
Extending the covariation framework: Connecting covariational reasoning to students’ interpretation of rate of change
|
Yu, Franklin
|
|
|
73 |
C |
p.
|
artikel
|
| 16 |
From “learning to variate” to “variate for learning”: Teachers learning through collaborative, iterative context-based mathematical problem posing
|
Marco, Nadav
|
|
|
73 |
C |
p.
|
artikel
|
| 17 |
“Guess what they would make you do on this one”: The discourse of a high-stakes exam in an AP Calculus classroom
|
Byun, Sunghwan
|
|
|
73 |
C |
p.
|
artikel
|
| 18 |
How mothers’ mathematical positioning relates to their images of mathematics and interactions with children
|
Prough, Sam
|
|
|
73 |
C |
p.
|
artikel
|
| 19 |
Investigating boundaries and boundary crossing between mathematics and visual art teaching in a collaborative setting
|
Choutou, Chrysoula
|
|
|
73 |
C |
p.
|
artikel
|
| 20 |
Learning to teach through problem posing: A teacher’s journey in a networked teacher−researcher partnership
|
Hwang, Stephen
|
|
|
73 |
C |
p.
|
artikel
|
| 21 |
Mathematics teachers’ specialized knowledge mobilized through problem transformation
|
Montes, M.
|
|
|
73 |
C |
p.
|
artikel
|
| 22 |
Parental support for mathematical problem solving: Proximal and distal influences within the religious practice of tithing
|
Taylor, Edd V.
|
|
|
73 |
C |
p.
|
artikel
|
| 23 |
Primary students’ relational thinking and computation strategies with concrete-to-symbolic representations of subtraction as difference
|
Wilkie, Karina J.
|
|
|
73 |
C |
p.
|
artikel
|
| 24 |
Problem-posing tasks and their influence on pre-service teachers’ creative problem-posing performance and self-efficacy
|
Baumanns, Lukas
|
|
|
73 |
C |
p.
|
artikel
|
| 25 |
Teachers' mathematical problem posing: The role of processes and complexity levels in posing problems on the fraction part-whole concept
|
Christou, Constantinos
|
|
|
73 |
C |
p.
|
artikel
|
| 26 |
Teaching mathematics through problem posing: Elements of the task
|
Possamai, Janaína Poffo
|
|
|
73 |
C |
p.
|
artikel
|
| 27 |
The influence of problem-posing task situation: Prospective primary teachers working with fractions
|
Sosa-Martín, Diana
|
|
|
73 |
C |
p.
|
artikel
|
| 28 |
The road to “good” problems goes through initial responses to stimulating socio-mathematical situations
|
Kontorovich, Igor’
|
|
|
73 |
C |
p.
|
artikel
|
| 29 |
The role of topology in the construction of students’ optimization schema for two-variable functions
|
Martínez-Planell, Rafael
|
|
|
73 |
C |
p.
|
artikel
|
| 30 |
“The theorem says…”: Engineering students making meaning of solutions to Ordinary Differential Equations
|
Hernandez-Martinez, Paul
|
|
|
73 |
C |
p.
|
artikel
|
| 31 |
Validating a measure of graph selection and graph reasoning for dynamic situations
|
Donovan, Courtney
|
|
|
73 |
C |
p.
|
artikel
|
| 32 |
Variables in planning and carrying out a problem-posing task in early childhood education
|
Carmona-Medeiro, Enrique
|
|
|
73 |
C |
p.
|
artikel
|
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