| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Chance by design: devising an introductory probability module for implementation at scale in English early-secondary education
|
Ruthven, Kenneth
|
|
2012
|
45 |
3 |
p. 409-423
|
artikel
|
| 2 |
Classroom-based interventions in mathematics education: relevance, significance, and applicability
|
Harel, Guershon
|
|
2013
|
45 |
3 |
p. 483-489
|
artikel
|
| 3 |
Cultivating inquiry about space in a middle school mathematics classroom
|
Lehrer, Richard
|
|
2012
|
45 |
3 |
p. 365-376
|
artikel
|
| 4 |
Impacting prospective teachers’ beliefs about mathematics
|
Shilling-Traina, Leah N.
|
|
2012
|
45 |
3 |
p. 393-407
|
artikel
|
| 5 |
Introducing students to geometric theorems: how the teacher can exploit the semiotic potential of a DGS
|
Mariotti, Maria Alessandra
|
|
2013
|
45 |
3 |
p. 441-452
|
artikel
|
| 6 |
Learning beginning algebra in a computer-intensive environment
|
Tabach, Michal
|
|
2012
|
45 |
3 |
p. 377-391
|
artikel
|
| 7 |
On forests, trees, elephants, and classrooms: a brief for the study of learning ecologies
|
Schoenfeld, Alan H.
|
|
2013
|
45 |
3 |
p. 491-495
|
artikel
|
| 8 |
Reid, D.A. and Knipping, C.: Proof in mathematics education: research, learning, and teaching
|
Harel, Guershon
|
|
2013
|
45 |
3 |
p. 497-499
|
artikel
|
| 9 |
Seeking research-grounded solutions to problems of practice: classroom-based interventions in mathematics education
|
Stylianides, Andreas J.
|
|
2013
|
45 |
3 |
p. 333-341
|
artikel
|
| 10 |
Teachers’ gestures and speech in mathematics lessons: forging common ground by resolving trouble spots
|
Alibali, Martha W.
|
|
2013
|
45 |
3 |
p. 425-440
|
artikel
|
| 11 |
Telling and illustrating stories of parity: a classroom-based design experiment on young children’s use of narrative in mathematics
|
Roberts, Nicky
|
|
2012
|
45 |
3 |
p. 453-467
|
artikel
|
| 12 |
Towards curricular coherence in integers and fractions: a study of the efficacy of a lesson sequence that uses the number line as the principal representational context
|
Saxe, Geoffrey B.
|
|
2012
|
45 |
3 |
p. 343-364
|
artikel
|
| 13 |
Understanding what a proof is: a classroom-based approach
|
Jahnke, Hans Niels
|
|
2013
|
45 |
3 |
p. 469-482
|
artikel
|
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