| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Book Review: Exploring Piaget’s genetic epistemology as a theoretical foundation in mathematics education. Paul Christian Dawkins, Amy J. Hackenberg, & Anderson Norton (Eds.) (2024) Piaget’s genetic epistemology for mathematics education research
|
Makur, Alberta Parinters
|
|
|
119 |
1 |
p. 163-175
|
artikel
|
| 2 |
Collaborating with mathematicians to use active learning in university mathematics courses: the importance of attending to mathematicians’ obligations
|
Johnson, Estrella
|
|
|
119 |
1 |
p. 145-161
|
artikel
|
| 3 |
Correction to: Secondary school students’ strategies when interpreting histograms and case‑value plots: an eye‑tracking study
|
Boels, Lonneke
|
|
|
119 |
1 |
p. 177-178
|
artikel
|
| 4 |
Learning to speak mathematically at the Japanese supplementary school in Sweden: critical cases of praxeological anomaly
|
Aoki, Mayu
|
|
|
119 |
1 |
p. 23-39
|
artikel
|
| 5 |
Mathematical induction in education research: a systematic review
|
Arnesen, Kristin Krogh
|
|
|
119 |
1 |
p. 79-100
|
artikel
|
| 6 |
Mathematics teachers’ ethical decision-making approaches in instructional practices
|
Ozmantar, Mehmet Fatih
|
|
|
119 |
1 |
p. 117-144
|
artikel
|
| 7 |
Students’ local vs. global views of data distributions: a cross-grade-level analysis using eye-tracking
|
Schreiter, Saskia
|
|
|
119 |
1 |
p. 1-22
|
artikel
|
| 8 |
The (activity-)effect of manipulatives on algebraic generalizations: a constructivist teaching experiment
|
Zwanch, Karen
|
|
|
119 |
1 |
p. 41-61
|
artikel
|
| 9 |
There is more to algebra than meets the eye: the case of blindness
|
Maffia, Andrea
|
|
|
119 |
1 |
p. 63-77
|
artikel
|
| 10 |
The role of examples in proving and disproving: extending an existing framework
|
Vallejo-Vargas, Estela A.
|
|
|
119 |
1 |
p. 101-116
|
artikel
|
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