| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Adopting a Framework for Investigating Mathematics Teachers’ Technology-integrated Classroom Teaching Practice: Structuring Features of Classroom Practice
|
Simsek, Ali
|
|
|
23 |
3 |
p. 589-616
|
artikel
|
| 2 |
Affordances and Constraints to Implementing Project-Based STEM: A Case Study of Systemic School Change
|
Giamellaro, Michael
|
|
|
23 |
3 |
p. 849-869
|
artikel
|
| 3 |
Developing and Validating a Biological System Thinking Test for Middle School Students
|
Li, Ruying
|
|
|
23 |
3 |
p. 827-847
|
artikel
|
| 4 |
Dirt Don’t Hurt: How Relevant Soil Data Can Support Learning and Motivation at a Hispanic Serving Institution
|
Thacker, Ian
|
|
|
23 |
3 |
p. 803-826
|
artikel
|
| 5 |
Examining disciplinary specificity of preservice mathematics and science teachers’ professional identities
|
Pulsawad, Wittaya
|
|
|
23 |
3 |
p. 737-771
|
artikel
|
| 6 |
Exploring Bhutanese Biology Teachers’ Perceptions of Scientific Models
|
Dorji, Karma
|
|
|
23 |
3 |
p. 773-801
|
artikel
|
| 7 |
How to Assess Mathematics Teachers’ TPACK? A Comparison Between Self-Reports and Knowledge Tests
|
Kadluba, Alina
|
|
|
23 |
3 |
p. 663-688
|
artikel
|
| 8 |
“It’s Not Like I Go Oh That’s Really Exciting” – A Qualitative Study of Upper Secondary School Students’ Identity Negotiations in Physics
|
Gertz, Emilie
|
|
|
23 |
3 |
p. 713-736
|
artikel
|
| 9 |
Mis-Out and Mis-In Examples: The Case of Rational Numbers
|
Tirosh, Dina
|
|
|
23 |
3 |
p. 617-637
|
artikel
|
| 10 |
Overt and Covert Participation in an Argumentative whole-class Discussion: Spread of Ideas about Quadratic Functions
|
Ofri, Ofra
|
|
|
23 |
3 |
p. 639-661
|
artikel
|
| 11 |
Revisiting the Relationship of Arithmetical Thinking and Letter-Symbolic Algebra
|
Pitta-Pantazi, Demetra
|
|
|
23 |
3 |
p. 689-711
|
artikel
|
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