| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
An Examination of Credit Recovery Students’ Use of Computer-Based Scaffolding in a Problem-Based, Scientific Inquiry Unit
|
Belland, Brian R.
|
|
2018
|
17 |
2 |
p. 273-293
|
artikel
|
| 2 |
Concretisations: a Support for Teachers to Carry Out Instructional Innovations in the Mathematics Classroom
|
Leong, Yew Hoong
|
|
2017
|
17 |
2 |
p. 365-384
|
artikel
|
| 3 |
Is Formal Language Proficiency in the Home Language Required to Profit from a Bilingual Teaching Intervention in Mathematics? A Mixed Methods Study on Fostering Multilingual Students’ Conceptual Understanding
|
Schüler-Meyer, Alexander
|
|
2017
|
17 |
2 |
p. 317-339
|
artikel
|
| 4 |
Learning Science Through Enacted Astronomy
|
Rollinde, E.
|
|
2017
|
17 |
2 |
p. 237-252
|
artikel
|
| 5 |
Mathematical Competency Demands of Assessment Items: a Search for Empirical Evidence
|
Pettersen, Andreas
|
|
2017
|
17 |
2 |
p. 405-425
|
artikel
|
| 6 |
Reading Mathematics Text: a Study of Two Empirical Readings
|
Berger, Margot
|
|
2017
|
17 |
2 |
p. 385-404
|
artikel
|
| 7 |
Secondary Students’ Understanding of Ecosystems: a Learning Progression Approach
|
Jin, Hui
|
|
2017
|
17 |
2 |
p. 217-235
|
artikel
|
| 8 |
Strong Discipline Knowledge Cuts Both Ways for Novice Mathematics and Science Teachers
|
Hallman-Thrasher, Allyson
|
|
2017
|
17 |
2 |
p. 253-272
|
artikel
|
| 9 |
Teacher Learning Opportunities Provided by Implementing Formative Assessment Lessons: Becoming Responsive to Student Mathematical Thinking
|
Kim, Hee-jeong
|
|
2017
|
17 |
2 |
p. 341-363
|
artikel
|
| 10 |
The Impact of Using Coherent Curriculum on Students’ Understanding of Core Ideas in Chemistry
|
Shin, Namsoo
|
|
2017
|
17 |
2 |
p. 295-315
|
artikel
|
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