| no |
title |
author |
magazine |
year |
volume |
issue |
page(s) |
type |
| 1 |
Comparative judgement, proof summaries and proof comprehension
|
Davies, Ben
|
|
|
105 |
2 |
p. 181-197
|
article
|
| 2 |
Correction to: Book Review: Approaching the core of the modern mathematics movement. Dirk De Bock and Geert Vanpaemel (2019) Rods, sets and arrows – the rise and fall of modern mathematics in Belgium
|
Bjarnadóttir, Kristín
|
|
|
105 |
2 |
p. 285
|
article
|
| 3 |
Features of modeling processes that elicit mathematical models represented at different semiotic registers
|
Shahbari, Juhaina Awawdeh
|
|
|
105 |
2 |
p. 115-135
|
article
|
| 4 |
Girls are still being ‘counted out’: teacher expectations of high-level mathematics students
|
Jaremus, Felicia
|
|
|
105 |
2 |
p. 219-236
|
article
|
| 5 |
On students’ understanding of implicit differentiation based on APOS theory
|
Borji, Vahid
|
|
|
105 |
2 |
p. 163-179
|
article
|
| 6 |
Prospective secondary mathematics teachers read Clairaut: professional knowledge and original sources
|
Arnal-Bailera, Alberto
|
|
|
105 |
2 |
p. 237-259
|
article
|
| 7 |
Quality matters: how reflecting on the utility value of mathematics affects future teachers’ interest
|
Liebendörfer, Michael
|
|
|
105 |
2 |
p. 199-218
|
article
|
| 8 |
The discursive construction of mathematics teacher self-efficacy
|
Xenofontos, Constantinos
|
|
|
105 |
2 |
p. 261-283
|
article
|
| 9 |
The relation between graphing formulas by hand and students’ symbol sense
|
Kop, Peter M.G.M.
|
|
|
105 |
2 |
p. 137-161
|
article
|
Journal description