| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A touch of mathematics: coming to our senses by observing the visually impaired
|
Figueiras, Lourdes
|
|
2013
|
46 |
1 |
p. 123-133
|
artikel
|
| 2 |
Challenges students identified with a learning disability and as high-achieving experience when using diagrams as a visualization tool to solve mathematics word problems
|
Garderen, Delinda van
|
|
2013
|
46 |
1 |
p. 135-149
|
artikel
|
| 3 |
Commentary: Linking epistemology and semio-cognitive modeling in visualization
|
Duval, Raymond
|
|
2013
|
46 |
1 |
p. 159-170
|
artikel
|
| 4 |
Contemplating visualization as an epistemological learning tool in mathematics
|
Presmeg, Norma
|
|
2013
|
46 |
1 |
p. 151-157
|
artikel
|
| 5 |
Coordinating visualizations of polysemous action: values added for grounding proportion
|
Abrahamson, Dor
|
|
2013
|
46 |
1 |
p. 79-93
|
artikel
|
| 6 |
Early construction of number as position with young children: a teaching experiment
|
Margolinas, Claire
|
|
2013
|
46 |
1 |
p. 29-44
|
artikel
|
| 7 |
Erratum to: From math drawings to algorithms: emergence of whole number operations in children
|
Rivera, F. D.
|
|
2013
|
46 |
1 |
p. 171
|
artikel
|
| 8 |
Exploring the potential role of visual reasoning tasks among inexperienced solvers
|
Natsheh, Intisar
|
|
2013
|
46 |
1 |
p. 109-122
|
artikel
|
| 9 |
From math drawings to algorithms: emergence of whole number operations in children
|
Rivera, F. D.
|
|
2013
|
46 |
1 |
p. 59-77
|
artikel
|
| 10 |
How visual representations participate in algebra classes’ mathematical activity
|
David, Maria Manuela
|
|
2013
|
46 |
1 |
p. 95-107
|
artikel
|
| 11 |
Students constructing meaning for the number line in small-group discussions: negotiation of essential epistemological issues of visual representations
|
Gellert, Andrea
|
|
2013
|
46 |
1 |
p. 15-27
|
artikel
|
| 12 |
Visualization as an epistemological learning tool: an introduction
|
Rivera, F. D.
|
|
2013
|
46 |
1 |
p. 1-2
|
artikel
|
| 13 |
Visual representations as objects of analysis: the number line as an example
|
Teppo, Anne
|
|
2013
|
46 |
1 |
p. 45-58
|
artikel
|
| 14 |
Young students’ subjective interpretations of mathematical diagrams: elements of the theoretical construct “frame-based interpreting competence”
|
Steenpaß, Anke
|
|
2013
|
46 |
1 |
p. 3-14
|
artikel
|
Tijdschrift beschrijving