nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
1 |
A contemporary analysis of the six “Theories of Mathematics Education” theses of Hans-Georg Steiner
|
Törner, Günter |
|
2007 |
|
1-2 |
p. 155-163 |
artikel |
2 |
Aesthetics as a liberating force in mathematics education?
|
Sinclair, Nathalie |
|
2008 |
|
1-2 |
p. 45-60 |
artikel |
3 |
A historic overview of the interplay of theology and philosophy in the arts, mathematics and sciences
|
Sriraman, Bharath |
|
2008 |
|
1-2 |
p. 75-86 |
artikel |
4 |
An interdisciplinary approach to designing online learning: fostering pre-service mathematics teachers’ capabilities in mathematical modelling
|
Geiger, Vince |
|
2018 |
|
1-2 |
p. 217-232 |
artikel |
5 |
Building a virtual learning community of problem solvers: example of CASMI community
|
Freiman, Viktor |
|
2008 |
|
1-2 |
p. 245-256 |
artikel |
6 |
Celebration of 50 years of ZDM Mathematics Education
|
Kaiser, Gabriele |
|
2018 |
|
1-2 |
p. 1-3 |
artikel |
7 |
Conceptualization and measuring of metacognitive modelling competencies: empirical verification of theoretical assumptions
|
Vorhölter, Katrin |
|
2018 |
|
1-2 |
p. 343-354 |
artikel |
8 |
Considerations on the use of mathematics in modeling activities
|
Almeida, Lourdes Maria Werle de |
|
2017 |
|
1-2 |
p. 19-30 |
artikel |
9 |
Creativity and interdisciplinarity: one creativity or many creativities?
|
Plucker, Jonathan |
|
2008 |
|
1-2 |
p. 5-11 |
artikel |
10 |
Developing a mathematical modelling course in a virtual learning environment
|
Orey, Daniel Clark |
|
2018 |
|
1-2 |
p. 173-185 |
artikel |
11 |
Developing a theory of mathematical growth
|
Tall, David O. |
|
2006 |
|
1-2 |
p. 145-154 |
artikel |
12 |
Diagnostic competence of primary school mathematics teachers during classroom situations
|
Hoth, Jessica |
|
2016 |
|
1-2 |
p. 41-53 |
artikel |
13 |
Dialogue on mathematics education: two points of view on the state of the art
|
Eisenberg, Theodore |
|
2008 |
|
1-2 |
p. 143-149 |
artikel |
14 |
Didactics of mathematics: more than mathematics and school!
|
Straesser, Rudolf |
|
2007 |
|
1-2 |
p. 165-171 |
artikel |
15 |
Documents on the mathematical education of Edmund Külp (1800–1862), the mathematics teacher of Georg Cantor
|
Schubring, Gert |
|
2007 |
|
1-2 |
p. 107-118 |
artikel |
16 |
Does interdisciplinary instruction raise students’ interest in mathematics and the subjects of the natural sciences?
|
Michelsen, Claus |
|
2008 |
|
1-2 |
p. 231-244 |
artikel |
17 |
Do students value modelling problems, and are they confident they can solve such problems? Value and self-efficacy for modelling, word, and intra-mathematical problems
|
Krawitz, Janina |
|
2017 |
|
1-2 |
p. 143-157 |
artikel |
18 |
Do we all have multicreative potential?
|
Beghetto, Ronald A. |
|
2008 |
|
1-2 |
p. 39-44 |
artikel |
19 |
Early Career Teachers’ ability to focus on typical students errors in relation to the complexity of a mathematical topic
|
Pankow, Lena |
|
2016 |
|
1-2 |
p. 55-67 |
artikel |
20 |
Editorial
|
Kaiser, Gabriele |
|
2007 |
|
1-2 |
p. 1-2 |
artikel |
21 |
Emergent modeling: discrete graphs to support the understanding of change and velocity
|
Doorman, L. M. |
|
2008 |
|
1-2 |
p. 199-211 |
artikel |
22 |
Empirical research on teaching and learning of mathematical modelling: a survey on the current state-of-the-art
|
Schukajlow, S. |
|
2018 |
|
1-2 |
p. 5-18 |
artikel |
23 |
Epistemological beliefs of prospective preschool teachers and their relation to knowledge, perception, and planning abilities in the field of mathematics: a process model
|
Dunekacke, Simone |
|
2015 |
|
1-2 |
p. 125-137 |
artikel |
24 |
Epistemology of mathematical knowledge and teacher–learner interaction
|
Steinbring, Heinz |
|
2007 |
|
1-2 |
p. 95-106 |
artikel |
25 |
Estimating Iraqi deaths: a case study with implications for mathematics education
|
Greer, Brian |
|
2008 |
|
1-2 |
p. 105-116 |
artikel |
26 |
Evaluating student perceptions of the roles of mathematics in society following an experimental teaching program
|
Ikeda, Toshikazu |
|
2018 |
|
1-2 |
p. 259-271 |
artikel |
27 |
Expansive movements in the development of mathematical modeling: analysis from an Activity Theory perspective
|
Galleguillos, Jeannette |
|
2017 |
|
1-2 |
p. 129-142 |
artikel |
28 |
From solving equations to the meaning of life: mathematics, rationality and values
|
Vinner, Shlomo |
|
2007 |
|
1-2 |
p. 183-189 |
artikel |
29 |
Further exploration of the classroom video analysis (CVA) instrument as a measure of usable knowledge for teaching mathematics: taking a knowledge system perspective
|
Kersting, Nicole B. |
|
2015 |
|
1-2 |
p. 97-109 |
artikel |
30 |
Game and decision theory in mathematics education: epistemological, cognitive and didactical perspectives
|
Scholz, Roland W. |
|
2007 |
|
1-2 |
p. 51-61 |
artikel |
31 |
Hans-Georg Steiner: a life dedicated to the development of didactics of mathematics as a scientific discipline
|
Biehler, Rolf |
|
2007 |
|
1-2 |
p. 3-30 |
artikel |
32 |
Impact of professional development involving modelling on teachers and their teaching
|
Maass, Katja |
|
2018 |
|
1-2 |
p. 273-285 |
artikel |
33 |
Instructional decision making and agency of community college mathematics faculty
|
Lande, Elaine |
|
2015 |
|
1-2 |
p. 199-212 |
artikel |
34 |
Instructional reasoning about interpretations of student thinking that supports responsive teaching in secondary mathematics
|
Dyer, Elizabeth B. |
|
2015 |
|
1-2 |
p. 69-82 |
artikel |
35 |
Integrating history and philosophy in mathematics education at university level through problem-oriented project work
|
Kjeldsen, Tinne Hoff |
|
2008 |
|
1-2 |
p. 87-103 |
artikel |
36 |
Interdisciplinarity in mathematics education: psychology, philosophy, aesthetics, modelling and curriculum
|
Sriraman, Bharath |
|
2008 |
|
1-2 |
p. 1-3 |
artikel |
37 |
Making sense of teaching
|
Schoenfeld, Alan H. |
|
2016 |
|
1-2 |
p. 239-246 |
artikel |
38 |
Mathematical modelling in teacher education: dealing with institutional constraints
|
Barquero, Berta |
|
2018 |
|
1-2 |
p. 31-43 |
artikel |
39 |
Mathematical modelling with digital tools—a quantitative study on mathematising with dynamic geometry software
|
Greefrath, Gilbert |
|
2018 |
|
1-2 |
p. 233-244 |
artikel |
40 |
Mathematical modelling with hands-on experimental tasks: on the student’s sense of credibility
|
Carreira, Susana |
|
2017 |
|
1-2 |
p. 201-215 |
artikel |
41 |
Mathematical paradoxes as pathways into beliefs and polymathy: an experimental inquiry
|
Sriraman, Bharath |
|
2008 |
|
1-2 |
p. 29-38 |
artikel |
42 |
Mathematics education research embracing arts and sciences
|
Presmeg, Norma |
|
2008 |
|
1-2 |
p. 131-141 |
artikel |
43 |
Mathematics learning and aesthetic production
|
Gerstberger, Herbert |
|
2008 |
|
1-2 |
p. 61-73 |
artikel |
44 |
Measuring mathematics teachers’ professional competence by using video clips (COACTIV video)
|
Bruckmaier, G. |
|
2016 |
|
1-2 |
p. 111-124 |
artikel |
45 |
Method, certainty and trust across disciplinary boundaries
|
Pimm, David |
|
2008 |
|
1-2 |
p. 155-159 |
artikel |
46 |
Methodological contributions to video-based studies of classroom teaching and learning: a commentary
|
Borko, Hilda |
|
2016 |
|
1-2 |
p. 213-218 |
artikel |
47 |
Modelling and the representational imagination
|
Brady, Corey |
|
2018 |
|
1-2 |
p. 45-59 |
artikel |
48 |
Modelling with authentic data in sixth grade
|
English, Lyn D. |
|
2017 |
|
1-2 |
p. 103-115 |
artikel |
49 |
New roles for mathematics in multi-disciplinary, upper secondary school projects
|
Andresen, Mette |
|
2008 |
|
1-2 |
p. 213-222 |
artikel |
50 |
On the death of Gerhard König
|
Kaiser, Gabriele |
|
2015 |
|
1-2 |
p. 247 |
artikel |
51 |
Open word problems: taking the additive or the multiplicative road?
|
Degrande, Tine |
|
2017 |
|
1-2 |
p. 91-102 |
artikel |
52 |
Perception, interpretation and decision making: understanding gaps between competence and performance—a commentary
|
Mason, John |
|
2016 |
|
1-2 |
p. 219-226 |
artikel |
53 |
Pre-service teachers’ experiences within modelling scenarios enriched by digital technologies
|
Villarreal, Mónica E. |
|
2018 |
|
1-2 |
p. 327-341 |
artikel |
54 |
Professional modellers’ conceptions of the notion of mathematical modelling: ideas for education
|
Frejd, Peter |
|
2018 |
|
1-2 |
p. 117-127 |
artikel |
55 |
Project organised science studies at university level: exemplarity and interdisciplinarity
|
Blomhøj, Morten |
|
2008 |
|
1-2 |
p. 183-198 |
artikel |
56 |
Promoting interdisciplinarity through mathematical modelling
|
English, Lyn D. |
|
2008 |
|
1-2 |
p. 161-181 |
artikel |
57 |
Proofs and hypotheses
|
Jahnke, Hans Niels |
|
2007 |
|
1-2 |
p. 79-86 |
artikel |
58 |
Reform of the construction of the number system with reference to Gottlob Frege
|
Griesel, Heinz |
|
2007 |
|
1-2 |
p. 31-38 |
artikel |
59 |
Responding to children’s mathematical thinking in the moment: an emerging framework of teaching moves
|
Jacobs, Victoria R. |
|
2015 |
|
1-2 |
p. 185-197 |
artikel |
60 |
Robert J. Sternberg, David D. Preiss (Eds.): Intelligence and technology: the impact of tools on the nature and development of human abilities
|
Sriraman, Bharath |
|
2007 |
|
1-2 |
p. 191-194 |
artikel |
61 |
Semiotic mediation: fragments from a classroom experiment on the coordination of spatial perspectives
|
Bartolini Bussi, Maria G. |
|
2007 |
|
1-2 |
p. 63-71 |
artikel |
62 |
Socio-epistemological research on mathematical modelling: an empirical approach to teaching and learning
|
Cantoral, Ricardo |
|
2018 |
|
1-2 |
p. 77-89 |
artikel |
63 |
Students’ interpretations and reasoning about phenomena with negative rates of change throughout a model development sequence
|
Ärlebäck, Jonas B. |
|
2017 |
|
1-2 |
p. 187-200 |
artikel |
64 |
Supporting mathematical literacy: examples from a cross-curricular project
|
Höfer, Thilo |
|
2008 |
|
1-2 |
p. 223-230 |
artikel |
65 |
Teacher noticing: enlightening or blinding?
|
Scheiner, Thorsten |
|
2016 |
|
1-2 |
p. 227-238 |
artikel |
66 |
Teacher professional knowledge and classroom management: on the relation of general pedagogical knowledge (GPK) and classroom management expertise (CME)
|
König, Johannes |
|
2015 |
|
1-2 |
p. 139-151 |
artikel |
67 |
Teachers’ perception, interpretation, and decision-making: a systematic review of empirical mathematics education research
|
Stahnke, Rebekka |
|
2016 |
|
1-2 |
p. 1-27 |
artikel |
68 |
The characteristics of mathematical creativity
|
Sriraman, Bharath |
|
2008 |
|
1-2 |
p. 13-27 |
artikel |
69 |
The decorative impulse: ethnomathematics and Tlingit basketry
|
Mukhopadhyay, Swapna |
|
2008 |
|
1-2 |
p. 117-130 |
artikel |
70 |
The harmony of opposites: a response to a response
|
Presmeg, Norma |
|
2008 |
|
1-2 |
p. 151-153 |
artikel |
71 |
The impact of linguistic complexity on the solution of mathematical modelling tasks
|
Plath, Jennifer |
|
2017 |
|
1-2 |
p. 159-171 |
artikel |
72 |
The mutual influence of theory and practice in mathematics education: implications for research and teaching
|
Bazzini, Luciana |
|
2007 |
|
1-2 |
p. 119-125 |
artikel |
73 |
The onto-semiotic approach to research in mathematics education
|
Godino, Juan D. |
|
2007 |
|
1-2 |
p. 127-135 |
artikel |
74 |
Theoretical and methodological challenges in measuring instructional quality in mathematics education using classroom observations
|
Schlesinger, Lena |
|
2016 |
|
1-2 |
p. 29-40 |
artikel |
75 |
The role of mathematics in educational systems
|
D’Ambrosio, Ubiratan |
|
2007 |
|
1-2 |
p. 173-181 |
artikel |
76 |
The role of perception, interpretation, and decision making in the development of beginning teachers’ competence
|
Santagata, Rossella |
|
2015 |
|
1-2 |
p. 153-165 |
artikel |
77 |
The use of heuristic strategies in modelling activities
|
Stender, Peter |
|
2017 |
|
1-2 |
p. 315-326 |
artikel |
78 |
Towards an authentic teaching of mathematics: Hans-Georg Steiner’s contribution to the reform of mathematics teaching
|
Vollrath, Hans-Joachim |
|
2007 |
|
1-2 |
p. 39-50 |
artikel |
79 |
Towards a professional development framework for mathematical modelling: the case of Singapore teachers
|
Kit Ee Dawn, NG |
|
2018 |
|
1-2 |
p. 287-300 |
artikel |
80 |
Towards theoretical foundations of mathematics education
|
Laborde, Colette |
|
2007 |
|
1-2 |
p. 137-144 |
artikel |
81 |
Training mathematics teachers for realistic math problems: a case of modeling-based teacher education courses
|
Sevinc, Serife |
|
2017 |
|
1-2 |
p. 301-314 |
artikel |
82 |
Uncovering predictors of disagreement: ensuring the quality of expert ratings
|
Hoth, Jessica |
|
2016 |
|
1-2 |
p. 83-95 |
artikel |
83 |
Using large scale data creatively: implications for instruction
|
Leder, Gilah C. |
|
2007 |
|
1-2 |
p. 87-94 |
artikel |
84 |
Using multimedia questionnaires to study influences on the decisions mathematics teachers make in instructional situations
|
Herbst, Patricio |
|
2015 |
|
1-2 |
p. 167-183 |
artikel |
85 |
Visualisation and proof: a brief survey of philosophical perspectives
|
Hanna, Gila |
|
2007 |
|
1-2 |
p. 73-78 |
artikel |
86 |
Ways to teach modelling—a 50 year study
|
Burkhardt, Hugh |
|
2017 |
|
1-2 |
p. 61-75 |
artikel |
87 |
“Why do I have to learn this?” A case study on students’ experiences of the relevance of mathematical modelling activities
|
Hernandez-Martinez, Paul |
|
2017 |
|
1-2 |
p. 245-257 |
artikel |