| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A framework for analysing the relationships between peer interactions and learners’ mathematical identities: accounting for personal and social identities
|
Gardee, Aarifah
|
|
|
113 |
3 |
p. 443-473
|
artikel
|
| 2 |
Concept maps as assessment for learning in university mathematics
|
Evans, Tanya
|
|
|
113 |
3 |
p. 475-498
|
artikel
|
| 3 |
Deciphering the cognitive and non-cognitive competencies of Chinese students’ mathematics through a critical lens of PISA
|
Chen, Zhihui
|
|
|
113 |
3 |
p. 519-528
|
artikel
|
| 4 |
On the origin, characteristics, and usefulness of instrumental and relational understanding
|
Herheim, Rune
|
|
|
113 |
3 |
p. 389-404
|
artikel
|
| 5 |
Out of proportion or out of context? Comparing 8- to 9-year-olds’ proportional reasoning abilities across fair-sharing, mixtures, and probability contexts
|
Supply, Anne-Sophie
|
|
|
113 |
3 |
p. 371-388
|
artikel
|
| 6 |
Secondary mathematics teachers’ descriptions of student engagement
|
Jansen, Amanda
|
|
|
113 |
3 |
p. 425-442
|
artikel
|
| 7 |
Student noticing of collaborative practices: exploring how college students notice during small group interactions in math
|
Campbell, Tye G.
|
|
|
113 |
3 |
p. 405-423
|
artikel
|
| 8 |
The role of the partitioning and coset algorithm quotient group partial meanings in comprehending the First Isomorphism Theorem and its proof
|
Melhuish, Kathleen
|
|
|
113 |
3 |
p. 499-517
|
artikel
|
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