| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Beyond mere persistence: a conceptual framework for bridging perseverance and mathematical sensemaking in teaching and teacher learning
|
Buenrostro, Patricia
|
|
|
114 |
2 |
p. 199-221
|
artikel
|
| 2 |
Book Review: Learning from the history of mathematics education. Alexander Karp (Ed.) (2022). Advances in the history of mathematics education
|
Menghini, Marta
|
|
|
114 |
2 |
p. 359-365
|
artikel
|
| 3 |
Conceptual and procedural teaching: does one teaching approach moderate the relationship between the other teaching approach and algebra achievement?
|
Gerasimova, Daria
|
|
|
114 |
2 |
p. 181-198
|
artikel
|
| 4 |
Multiple pathways for developing functional thinking in elementary mathematics textbooks: a case study in China
|
Ding, Rui
|
|
|
114 |
2 |
p. 223-248
|
artikel
|
| 5 |
Norms of mathematical definitions: imposing constraints, permitting choice, or both?
|
Rupnow, Rachel
|
|
|
114 |
2 |
p. 297-314
|
artikel
|
| 6 |
Preschool children’s conceptions of the meanings and use of written numerals in everyday life: a phenomenographic study of the nature and structure of qualitative variation
|
Voutsina, Chronoula
|
|
|
114 |
2 |
p. 249-275
|
artikel
|
| 7 |
Teacherly response-ability: ethical relationality as protest against mathematical violence
|
Chen, Grace A.
|
|
|
114 |
2 |
p. 277-296
|
artikel
|
| 8 |
Using the onto-semiotic approach to analyze novice algebra learners’ meaning-making processes with different representations
|
Erbilgin, Evrim
|
|
|
114 |
2 |
p. 337-357
|
artikel
|
| 9 |
When teachers construct tests for assessing students’ competencies: a taxonomy
|
Becevic, Semir
|
|
|
114 |
2 |
p. 315-336
|
artikel
|
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