| no |
title |
author |
magazine |
year |
volume |
issue |
page(s) |
type |
| 1 |
A methodology for instructional design in mathematics—with the generic and epistemic student at the centre
|
Strømskag, Heidi
|
|
2017
|
49 |
6 |
p. 909-921
|
article
|
| 2 |
Commentary on mathematical tasks and the student: coherence and connectedness of mathematics, cycles of task design, and context of implementation
|
Thanheiser, Eva
|
|
2017
|
49 |
6 |
p. 965-969
|
article
|
| 3 |
Ferris wheels and filling bottles: a case of a student’s transfer of covariational reasoning across tasks with different backgrounds and features
|
Johnson, Heather Lynn
|
|
2017
|
49 |
6 |
p. 851-864
|
article
|
| 4 |
Hybrid task design: connecting learning opportunities related to critical thinking and statistical thinking
|
Kuntze, Sebastian
|
|
2017
|
49 |
6 |
p. 923-935
|
article
|
| 5 |
Investigating task design, classroom culture and mathematics learning: an enactivist approach
|
Lozano, Maria-Dolores
|
|
2017
|
49 |
6 |
p. 895-907
|
article
|
| 6 |
Mathematical tasks and the student: navigating “tensions of intentions” between designers, teachers, and students
|
Johnson, Heather Lynn
|
|
2017
|
49 |
6 |
p. 813-822
|
article
|
| 7 |
Principles for designing mathematical tasks that enhance imitative and creative reasoning
|
Lithner, Johan
|
|
2017
|
49 |
6 |
p. 937-949
|
article
|
| 8 |
Resisting the desire for the unambiguous: productive gaps in researcher, teacher and student interpretations of a number story task
|
Graven, Mellony
|
|
2017
|
49 |
6 |
p. 881-893
|
article
|
| 9 |
Structured affordances in the use of open-ended tasks to facilitate collaborative problem solving
|
Chan, Man Ching Esther
|
|
2017
|
49 |
6 |
p. 951-963
|
article
|
| 10 |
The function concept at the transition to upper secondary school level: tasks for a situation of change
|
Best, Mareike
|
|
2017
|
49 |
6 |
p. 865-880
|
article
|
| 11 |
Using a computer-based learning task to promote work on mathematical relationships in the context of word problems in early grades
|
Freiman, Viktor
|
|
2017
|
49 |
6 |
p. 835-849
|
article
|
| 12 |
Who’s wrong? Tasks fostering understanding of mathematical relationships in word problems in elementary students
|
Savard, Annie
|
|
2017
|
49 |
6 |
p. 823-833
|
article
|
Journal description