| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A Call for Research that Explores Relationships between Computing and Mathematical Thinking and Activity in RUME
|
Lockwood, Elise
|
|
|
|
3 |
p. 404-416
|
artikel
|
| 2 |
Affective States of University Developmental Mathematics Students and their Impact on Self-Efficacy, Belonging, Career Identity, Success and Persistence
|
Deshler, Jessica
|
|
2019
|
|
3 |
p. 337-358
|
artikel
|
| 3 |
A Hypothesis Framework for Students’ Difficulties with Proof By Contradiction
|
Quarfoot, David
|
|
|
|
3 |
p. 490-520
|
artikel
|
| 4 |
An Analysis of Statements of the Multiplication Principle in Combinatorics, Discrete, and Finite Mathematics Textbooks
|
Lockwood, Elise
|
|
2016
|
|
3 |
p. 381-416
|
artikel
|
| 5 |
A Pathway to a Student-Worded Definition of Limits at the Secondary-Tertiary Transition
|
Chorlay, Renaud
|
|
2019
|
|
3 |
p. 267-314
|
artikel
|
| 6 |
Assessing Proof Reading Comprehension Using Summaries
|
Davies, Ben
|
|
|
|
3 |
p. 469-489
|
artikel
|
| 7 |
A Study of Calculus Instructors’ Perceptions of Approximation as a Unifying Thread of the First-Year Calculus
|
Sofronas, Kimberly S.
|
|
2015
|
|
3 |
p. 386-412
|
artikel
|
| 8 |
A Tribute to Anna Sierpińska
|
Gueudet, Ghislaine
|
|
|
|
3 |
p. 570-571
|
artikel
|
| 9 |
Author Correction: Time for (Research on) Change in Mathematics Departments
|
Reinholz, Daniel L.
|
|
|
|
3 |
p. 495
|
artikel
|
| 10 |
Bafflement in an Inquiry-based College Mathematics Classroom
|
Dreyfus, Tommy
|
|
|
|
3 |
p. 557-569
|
artikel
|
| 11 |
Book Review
|
Kontorovich, Igor’
|
|
|
|
3 |
p. 519-524
|
artikel
|
| 12 |
Book Review: Proceedings of INDRUM 2018, Second conference of the International Network for Didactic Research in University Mathematics
|
Wawro, Megan
|
|
2019
|
|
3 |
p. 424-429
|
artikel
|
| 13 |
Collective and Individual Mathematical Progress: Layering Explanations in the Case of the Sierpiński Triangle
|
Dreyfus, Tommy
|
|
|
|
3 |
p. 694-722
|
artikel
|
| 14 |
Collectively engaging with others’ reasoning: Building intuition through argumentation in a paradoxical situation
|
Conner, AnnaMarie
|
|
|
|
3 |
p. 666-693
|
artikel
|
| 15 |
Compartmentalisation of Mathematical Sectors: The Case of Continuous Probability Distributions and Integrals
|
Hausberger, Thomas
|
|
|
|
3 |
p. 490-518
|
artikel
|
| 16 |
Conceptualization of the Continuum, an Educational Challenge for Undergraduate Students
|
Durand-Guerrier, Viviane
|
|
2016
|
|
3 |
p. 338-361
|
artikel
|
| 17 |
Context Matters: Understanding the Relationship Between Instructor’s Beliefs and the Amount of Time Spent Lecturing
|
Chowdhury, Ahsan Habib
|
|
|
|
3 |
p. 550-580
|
artikel
|
| 18 |
Diagnostic Effects of an Early Mastery Activity in College Algebra and Precalculus
|
Wakefield, Nathan
|
|
2018
|
|
3 |
p. 376-392
|
artikel
|
| 19 |
Editorial
|
Gueudet, Ghislaine
|
|
|
|
3 |
p. 419-420
|
artikel
|
| 20 |
Editorial
|
Gueudet, Ghislaine
|
|
|
|
3 |
p. 401-403
|
artikel
|
| 21 |
Effective Proof Reading Strategies for Comprehending Mathematical Proofs
|
Weber, Keith
|
|
2015
|
|
3 |
p. 289-314
|
artikel
|
| 22 |
Enriching Students’ Combinatorial Reasoning through the Use of Loops and Conditional Statements in Python
|
Lockwood, Elise
|
|
|
|
3 |
p. 303-346
|
artikel
|
| 23 |
Experts’ Construction of Mathematical Meaning for Derivatives and Integrals of Complex-Valued Functions
|
Oehrtman, Michael
|
|
2019
|
|
3 |
p. 394-423
|
artikel
|
| 24 |
Gender Differences in the Level of Engagement with Mathematics Support in Higher Education in Ireland
|
Ní Fhloinn, Eabhnat
|
|
2016
|
|
3 |
p. 297-317
|
artikel
|
| 25 |
How Does a Mathematician Fit in? A Mixed-Methods Analysis of University Students’ Sense of Belonging in Mathematics
|
Lahdenperä, Juulia
|
|
|
|
3 |
p. 475-494
|
artikel
|
| 26 |
How Does the Provision of Guided Notes Affect Student Learning in Undergraduate Mathematics?
|
Krapf, Regula
|
|
|
|
3 |
p. 642-670
|
artikel
|
| 27 |
Investigating Motivational and Cognitive Factors which Impact the Success of Engineering Students
|
Eichler, Andreas
|
|
|
|
3 |
p. 417-437
|
artikel
|
| 28 |
Making Mathematics Relevant: an Examination of Student Interest in Mathematics, Interest in STEM Careers, and Perceived Relevance
|
Leyva, Elizabeth
|
|
|
|
3 |
p. 612-641
|
artikel
|
| 29 |
Mathematics in the Digital Age: The Case of Simulation-Based Proofs
|
Sümmermann, Moritz Lucius
|
|
|
|
3 |
p. 438-465
|
artikel
|
| 30 |
On the Importance of Set-Based Meanings for Categories and Connectives in Mathematical Logic
|
Dawkins, Paul Christian
|
|
2017
|
|
3 |
p. 496-522
|
artikel
|
| 31 |
Professor Goals and Student Experiences in Traditional IBL Real Analysis: a Case Study
|
Dawkins, Paul Christian
|
|
2019
|
|
3 |
p. 315-336
|
artikel
|
| 32 |
Reading Proofs for Validation and Comprehension: an Expert-Novice Eye-Movement Study
|
Panse, Anja
|
|
2018
|
|
3 |
p. 357-375
|
artikel
|
| 33 |
Reasoning About Solutions in Linear Algebra: the Case of Abraham and the Invertible Matrix Theorem
|
Wawro, Megan
|
|
2015
|
|
3 |
p. 315-338
|
artikel
|
| 34 |
Red X’s and Green Checks: A Model of How Students Engage with Online Homework
|
Dorko, Allison
|
|
|
|
3 |
p. 446-474
|
artikel
|
| 35 |
Reflecting on the Overview of University Mathematics Education Research by INDRUM
|
Marmur, Ofer
|
|
|
|
3 |
p. 671-682
|
artikel
|
| 36 |
Remembering Ed Dubinsky and his Visionary Work
|
Selden, Annie
|
|
|
|
3 |
p. 421-436
|
artikel
|
| 37 |
Review of APOS Theory: A Framework for Research and Curriculum Development in Mathematics Education, Arnon et al. (2014). New York, NY, USA: Springer-Verlag New York. eBook ISBN: 978-1-4614-7966-6, Hardcover ISBN: 978-1-4614-7965-9
|
Inglis, Matthew
|
|
2015
|
|
3 |
p. 413-417
|
artikel
|
| 38 |
Review of Does Mathematical Study Develop Logical Thinking? Testing the Theory of Formal Discipline
|
Bass, Hyman
|
|
2018
|
|
3 |
p. 442-447
|
artikel
|
| 39 |
Review of Practice-oriented Research in Tertiary Mathematics Education by Biehler et al. (2022)
|
Tay, Eng Guan
|
|
|
|
3 |
p. 723-728
|
artikel
|
| 40 |
Self-Regulation in First-Semester Calculus
|
Johns, Carolyn
|
|
|
|
3 |
p. 404-420
|
artikel
|
| 41 |
Sources of Students’ Difficulties with Proof By Contradiction
|
Rabin, Jeffrey M.
|
|
|
|
3 |
p. 521-549
|
artikel
|
| 42 |
Student Conceptions of What it Means to Base a Proof on an Informal Argument
|
Zazkis, Dov
|
|
2016
|
|
3 |
p. 318-337
|
artikel
|
| 43 |
Student Perceptions of Screencast Feedback on Mathematics Assessment
|
Robinson, Mike
|
|
2015
|
|
3 |
p. 363-385
|
artikel
|
| 44 |
Students’ Obstacles to Using Riemann Sum Interpretations of the Definite Integral
|
Wagner, Joseph F.
|
|
2017
|
|
3 |
p. 327-356
|
artikel
|
| 45 |
Students’ Understanding of the Economic Interpretation of the Derivative in the Context of Marginal Cost
|
Feudel, Frank
|
|
|
|
3 |
p. 437-468
|
artikel
|
| 46 |
Switching to Fully Online Teaching and Learning of Mathematics: The Case of Norwegian Mathematics Lecturers and University Students During the Covid-19 Pandemic
|
Radmehr, Farzad
|
|
|
|
3 |
p. 581-611
|
artikel
|
| 47 |
Tacit Models that Govern Undergraduate Reasoning about Subspaces
|
Kontorovich, Igor’
|
|
2018
|
|
3 |
p. 393-414
|
artikel
|
| 48 |
Taking the Sociopolitical Turn in Postsecondary Mathematics Education Research
|
Adiredja, Aditya P.
|
|
2017
|
|
3 |
p. 444-465
|
artikel
|
| 49 |
Taming Fantastic Beasts of Mathematics: Struggling with Incommensurability
|
Sfard, Anna
|
|
|
|
3 |
p. 572-604
|
artikel
|
| 50 |
The Development of a Function Concept Inventory
|
O’Shea, Ann
|
|
2016
|
|
3 |
p. 279-296
|
artikel
|
| 51 |
The Group Theory Concept Assessment: a Tool for Measuring Conceptual Understanding in Introductory Group Theory
|
Melhuish, Kathleen
|
|
2019
|
|
3 |
p. 359-393
|
artikel
|
| 52 |
The (Homo)morphism Concept: Didactic Transposition, Meta-Discourse and Thematisation
|
Hausberger, Thomas
|
|
2017
|
|
3 |
p. 417-443
|
artikel
|
| 53 |
The Interplay between Individual and Collective Activity: an Analysis of Classroom Discussions about the Sierpinski Triangle
|
Saxe, Geoffrey B.
|
|
|
|
3 |
p. 632-665
|
artikel
|
| 54 |
The Interplay Between Mathematicians’ Conceptual and Ideational Mathematics about Continuity of Complex-Valued Functions
|
Soto-Johnson, Hortensia
|
|
2016
|
|
3 |
p. 362-389
|
artikel
|
| 55 |
The Strategy of Solving Smaller, Similar Problems in the Context of Combinatorial Enumeration
|
Lockwood, Elise
|
|
2015
|
|
3 |
p. 339-362
|
artikel
|
| 56 |
The Views of GTAs Impacted by Cross-Tiered Professional Development: Messages Intended and Received
|
Saitta, Erin K. H.
|
|
|
|
3 |
p. 421-445
|
artikel
|
| 57 |
Undergraduate Mathematics Teaching in First Year Lectures: Can it be Responsive to Student Learning Needs?
|
Petropoulou, Georgia
|
|
|
|
3 |
p. 347-374
|
artikel
|
| 58 |
University Mathematics Lecturing as Modelling Mathematical Discourse
|
Viirman, Olov
|
|
|
|
3 |
p. 466-489
|
artikel
|
| 59 |
What’s in a Name? Framing Struggles of a Mathematics Education Reform Community
|
Haberler, Zachary
|
|
2018
|
|
3 |
p. 415-441
|
artikel
|
| 60 |
When the Problem Seems Answerable yet the Solution is Unavailable: Affective Reactions Around an Impasse in Mathematical Discourse
|
Heyd-Metzuyanim, Einat
|
|
|
|
3 |
p. 605-631
|
artikel
|
| 61 |
Which Prior Mathematical Knowledge Is Necessary for Study Success in the University Study Entrance Phase? Results on a New Model of Knowledge Levels Based on a Reanalysis of Data from Existing Studies
|
Rach, Stefanie
|
|
|
|
3 |
p. 375-403
|
artikel
|
| 62 |
Who’s There? A Study of Students’ Reasoning about a Proof of Existence
|
Brown, Stacy A.
|
|
2017
|
|
3 |
p. 466-495
|
artikel
|
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