| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Book Review: Collaboration against postcolonialism. Patricia Paraide, Kay Owens, Charly Muke, Philip Clarkson, & Christopher Owens (2022) Mathematics education in a neocolonial country: The case of Papua New Guinea
|
Atweh, Bill
|
|
|
115 |
3 |
p. 517-524
|
artikel
|
| 2 |
Book Review: One hundred years of mathematics education seen through the lens of ICMI. Fulvia Furinghetti & Livia Giacardi (Eds.) (2022). The International Commission on Mathematical Instruction, 1908–2008: People, Events, and Challenges in Mathematics Education
|
De Bock, Dirk
|
|
|
115 |
3 |
p. 507-515
|
artikel
|
| 3 |
Competencies and fighting syllabusism
|
Højgaard, Tomas
|
|
|
115 |
3 |
p. 459-479
|
artikel
|
| 4 |
Correction to: Interactional practices of inviting minoritized students to whole‑class mathematics discussions
|
Byun, Sunghwan
|
|
|
115 |
3 |
p. 351
|
artikel
|
| 5 |
Covariational reasoning in Bayesian situations
|
Büchter, Theresa
|
|
|
115 |
3 |
p. 481-505
|
artikel
|
| 6 |
Generalizing actions with the subtraction-compensation property: primary students’ algebraic thinking with tasks involving vertical towers of blocks
|
Wilkie, Karina J.
|
|
|
115 |
3 |
p. 433-458
|
artikel
|
| 7 |
Heuristics and semantic spaces for the analysis of students’ work in mathematical problem solving
|
Favier, Stéphane
|
|
|
115 |
3 |
p. 407-431
|
artikel
|
| 8 |
Interactional practices of inviting minoritized students to whole-class mathematics discussions
|
Byun, Sunghwan
|
|
|
115 |
3 |
p. 321-350
|
artikel
|
| 9 |
Proposing and testing a model relating students’ graph selection and graph reasoning for dynamic situations
|
Johnson, Heather Lynn
|
|
|
115 |
3 |
p. 387-406
|
artikel
|
| 10 |
Using positioning theory to think about mathematics classroom talk
|
Drageset, Ove Gunnar
|
|
|
115 |
3 |
p. 353-385
|
artikel
|
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