| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Design of tasks for online assessment that supports understanding of students’ conceptions
|
Yerushalmy, Michal
|
|
2017
|
49 |
5 |
p. 701-716
|
artikel
|
| 2 |
Digital curriculum resources in mathematics education: foundations for change
|
Pepin, Birgit
|
|
2017
|
49 |
5 |
p. 645-661
|
artikel
|
| 3 |
Learner-controlled scaffolding linked to open-ended problems in a digital learning environment
|
Edson, Alden Jack
|
|
2017
|
49 |
5 |
p. 735-753
|
artikel
|
| 4 |
Learning extrema problems using a non-differential approach in a digital dynamic environment: the case of high-track yet low-achievers
|
Dvir, Assaf
|
|
2017
|
49 |
5 |
p. 785-798
|
artikel
|
| 5 |
Leveraging digital tools to build educative curricula for teachers: two promising approaches
|
Bates, Meg S.
|
|
2017
|
49 |
5 |
p. 675-686
|
artikel
|
| 6 |
Model of appropriation of a curricular resource: a case of a digital game for the teaching of enumeration skills in kindergarten
|
Trgalová, Jana
|
|
2017
|
49 |
5 |
p. 769-784
|
artikel
|
| 7 |
Promoting formative assessment in a connected classroom environment: design and implementation of digital resources
|
Cusi, Annalisa
|
|
2017
|
49 |
5 |
p. 755-767
|
artikel
|
| 8 |
Refining teacher design capacity: Mathematics teachers’ interactions with digital curriculum resources
|
Pepin, B.
|
|
2017
|
49 |
5 |
p. 799-812
|
artikel
|
| 9 |
Scaffolding learner-centered curricular coherence using learning maps and diagnostic assessments designed around mathematics learning trajectories
|
Confrey, Jere
|
|
2017
|
49 |
5 |
p. 717-734
|
artikel
|
| 10 |
Teacher-created videos in a flipped mathematics class: digital curriculum materials or lesson enactments?
|
de Araujo, Zandra
|
|
2017
|
49 |
5 |
p. 687-699
|
artikel
|
| 11 |
Trends in the design, development, and use of digital curriculum materials
|
Choppin, Jeffrey
|
|
2017
|
49 |
5 |
p. 663-674
|
artikel
|
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