| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
How do elementary textbooks address fractions? A review of mathematics textbooks in the USA, Japan, and Kuwait
|
Alajmi, Amal Hussain
|
|
2011
|
79 |
2 |
p. 239-261
|
artikel
|
| 2 |
Mathematics-for-teaching: what can be learned from the ethnopoetics of teachers’ stories?
|
Oslund, Joy A.
|
|
2011
|
79 |
2 |
p. 293-309
|
artikel
|
| 3 |
Pedagogical content beliefs: global, content domain-related and situation-specific components
|
Kuntze, Sebastian
|
|
2011
|
79 |
2 |
p. 273-292
|
artikel
|
| 4 |
Problem solving strategies of girls and boys in single-sex mathematics classrooms
|
Che, Megan
|
|
2011
|
79 |
2 |
p. 311-326
|
artikel
|
| 5 |
Procedural and conceptual changes in young children’s problem solving
|
Voutsina, Chronoula
|
|
2011
|
79 |
2 |
p. 193-214
|
artikel
|
| 6 |
Teaching methods for modelling problems and students’ task-specific enjoyment, value, interest and self-efficacy expectations
|
Schukajlow, Stanislaw
|
|
2011
|
79 |
2 |
p. 215-237
|
artikel
|
| 7 |
Teasing out repetition from rote: an essay on two versions of will
|
Handa, Yuichi
|
|
2011
|
79 |
2 |
p. 263-272
|
artikel
|
| 8 |
The nature of student predictions and learning opportunities in middle school algebra
|
Kasmer, Lisa Anne
|
|
2011
|
79 |
2 |
p. 175-191
|
artikel
|
| 9 |
‘Warrant’ revisited: Integrating mathematics teachers’ pedagogical and epistemological considerations into Toulmin’s model for argumentation
|
Nardi, Elena
|
|
2011
|
79 |
2 |
p. 157-173
|
artikel
|
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