| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A comparison of meaning negotiation during collaborative problem solving in mathematics between students in China and Australia
|
Zhang, Shu
|
|
|
54 |
2 |
p. 287-302
|
artikel
|
| 2 |
Advancing video research methodology to capture the processes of social interaction and multimodality
|
Hannula, Markku S.
|
|
|
54 |
2 |
p. 433-443
|
artikel
|
| 3 |
David Clarke, the doctoral student
|
Leder, Gilah
|
|
|
54 |
2 |
p. 467-470
|
artikel
|
| 4 |
Discussing students’ thinking and perspectives for improving teaching: An analysis of teachers’ reflection in post-lesson discussions in lesson study cycles
|
Shimizu, Yoshinori
|
|
|
54 |
2 |
p. 419-431
|
artikel
|
| 5 |
Exploring students’ mathematical discussions in a multi-level hybrid learning environment
|
Giberti, Chiara
|
|
|
54 |
2 |
p. 403-418
|
artikel
|
| 6 |
Investigating teacher noticing and learning in Australia, China, and Germany: a tale of three teachers
|
Damrau, Milena
|
|
|
54 |
2 |
p. 257-271
|
artikel
|
| 7 |
Learning research in a laboratory classroom: a reflection on complementarity and commensurability among multiple analytical accounts
|
Chan, Man Ching Esther
|
|
|
54 |
2 |
p. 317-329
|
artikel
|
| 8 |
Mathematics teacher practice and student perception of how they learn mathematics in the context of Singapore
|
Kaur, Berinderjeet
|
|
|
54 |
2 |
p. 387-402
|
artikel
|
| 9 |
Reflections on David Clarke’s intellectual legacy
|
Schoenfeld, Alan
|
|
|
54 |
2 |
p. 237-238
|
artikel
|
| 10 |
Reflections on themes in professional contributions by David Clarke
|
Clarke, Doug
|
|
|
54 |
2 |
p. 457-465
|
artikel
|
| 11 |
Teacher orchestration of student responses to rich mathematics tasks in the US and Japanese classrooms
|
Xu, Lihua
|
|
|
54 |
2 |
p. 273-286
|
artikel
|
| 12 |
Teachers’ changes when addressing the challenges in unexpected migration to online mathematics teaching during the COVID-19 pandemic: a case study in Shanghai
|
Huang, Xingfeng
|
|
|
54 |
2 |
p. 359-372
|
artikel
|
| 13 |
Teachers’ guidance of students’ focus toward lesson objectives: how does a competent teacher make decisions in the key interactions?
|
Hino, Keiko
|
|
|
54 |
2 |
p. 343-357
|
artikel
|
| 14 |
Teachers’ learning in lesson study: insights provided by a modified version of the interconnected model of teacher professional growth
|
da Ponte, João Pedro
|
|
|
54 |
2 |
p. 373-386
|
artikel
|
| 15 |
The conversation that never stopped
|
Sfard, Anna
|
|
|
54 |
2 |
p. 471-476
|
artikel
|
| 16 |
The Learner’s Perspective Study Methodology: a legacy for future researchers
|
Williams, Gaye
|
|
|
54 |
2 |
p. 445-456
|
artikel
|
| 17 |
Theory of Didactical Situations in Mathematics as one of the theoretical approaches to the LPS analysis of classroom data: the case of institutionalization
|
Novotná, Jarmila
|
|
|
54 |
2 |
p. 303-316
|
artikel
|
| 18 |
Towards an international lexicon
|
Mesiti, Carmel
|
|
|
54 |
2 |
p. 239-255
|
artikel
|
| 19 |
Understanding complexity in the mathematics classroom: in memoriam David Clarke
|
Shimizu, Yoshinori
|
|
|
54 |
2 |
p. 231-235
|
artikel
|
| 20 |
What does it take to learn about teaching and learning in classrooms across cultures?
|
Emanuelsson, Jonas
|
|
|
54 |
2 |
p. 331-341
|
artikel
|
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