| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Book Review: Transforming mathematics education: from embodied experiences to an ethical commitment. Luis Radford (2021) The theory of objectification: a Vygotskian perspective on knowing and becoming in mathematics teaching and learning
|
Shvarts, Anna
|
|
|
109 |
3 |
p. 677-686
|
artikel
|
| 2 |
Difficulties in semantically congruent translation of verbally and symbolically represented algebraic statements
|
Castro, Encarnación
|
|
|
109 |
3 |
p. 593-609
|
artikel
|
| 3 |
Exploring the relationship between teachers’ values and their choice of tasks: the case of occasioning mathematical creativity
|
Levenson, Esther S.
|
|
|
109 |
3 |
p. 469-489
|
artikel
|
| 4 |
Generating mathematical knowledge in the classroom through proof, refutation, and abductive reasoning
|
Komatsu, Kotaro
|
|
|
109 |
3 |
p. 567-591
|
artikel
|
| 5 |
School students’ confidence when answering diagnostic questions online
|
Foster, Colin
|
|
|
109 |
3 |
p. 491-521
|
artikel
|
| 6 |
Toward a reconceptualization of model development from models-and-modeling perspective in mathematics education
|
Sevinc, Serife
|
|
|
109 |
3 |
p. 611-638
|
artikel
|
| 7 |
Undergraduates’ conceptions of mathematics teaching and learning: an empirical study
|
Rodríguez-Muñiz, Luis J.
|
|
|
109 |
3 |
p. 523-547
|
artikel
|
| 8 |
Unfettering discussions about social justice: the role of conversational prompts in discussions about mathematics education for Indigenous students
|
Meaney, Tamsin
|
|
|
109 |
3 |
p. 549-565
|
artikel
|
| 9 |
Unpacking hidden views: seven ways to treat your formula
|
Schou, Marit Hvalsøe
|
|
|
109 |
3 |
p. 639-659
|
artikel
|
| 10 |
“Wait—it’s a math problem, right?”: negotiating school frames in out-of-school places
|
Chapman, K.
|
|
|
109 |
3 |
p. 661-676
|
artikel
|
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