| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Adapting a professional development program for cognitively demanding instruction across shifting contexts
|
Heyd-Metzuyanim, Einat
|
|
|
104 |
3 |
p. 385-403
|
artikel
|
| 2 |
A joke on precision? Revisiting “precision” in the school mathematics discourse
|
Ryan, Ulrika
|
|
|
104 |
3 |
p. 369-384
|
artikel
|
| 3 |
Book Review: Approaching the core of the modern mathematics movement. Dirk De Bock and Geert Vanpaemel (Eds.) (2019) Rods, sets and arrows – the rise and fall of modern mathematics in Belgium
|
Bjarnadóttir, Kristín
|
|
|
104 |
3 |
p. 431-438
|
artikel
|
| 4 |
Book Review: Keeping mathematics education real and fair: connecting the disconnections. Constantinos Xenofontos (Ed.) (2019) Equity in mathematics education: addressing a changing world
|
Grant, Helena A.
|
|
|
104 |
3 |
p. 439-444
|
artikel
|
| 5 |
New approaches for two-variable inequality graphs utilizing the Cartesian Connection and the APOS theory
|
Moon, Kyunghee
|
|
|
104 |
3 |
p. 351-367
|
artikel
|
| 6 |
“So what are we working on?”: how student authority relations shift during collaborative mathematics activity
|
Langer-Osuna, Jennifer
|
|
|
104 |
3 |
p. 333-349
|
artikel
|
| 7 |
To add or to multiply in open problems? Unraveling children’s relational preference using a mixed-method approach
|
Degrande, Tine
|
|
|
104 |
3 |
p. 405-430
|
artikel
|
| 8 |
What can we do against racism in mathematics education research?
|
Wagner, David
|
|
|
104 |
3 |
p. 299-311
|
artikel
|
| 9 |
Why indigenous languages matter for mathematics education: a case study of Ichishkíin
|
Ruef, Jennifer L.
|
|
|
104 |
3 |
p. 313-332
|
artikel
|
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