| no |
title |
author |
magazine |
year |
volume |
issue |
page(s) |
type |
| 1 |
Addressing the Cognitive Gap in Mathematical Induction
|
Norton, Anderson
|
|
|
9 |
2 |
p. 295-321
|
article
|
| 2 |
A Framework for Mathematical Knowledge for Undergraduate Mathematics Tutors
|
Johns , Carolyn A.
|
|
|
9 |
2 |
p. 461-490
|
article
|
| 3 |
Analysing the Mathematical Discourse of Biology Assignments: The Case of a Graduate Fisheries Management Course
|
Tetaj, Floridona
|
|
|
9 |
2 |
p. 375-397
|
article
|
| 4 |
An Analysis of the Observable Behaviors of Undergraduate drop-in Mathematics Tutors
|
Johns, Carolyn
|
|
|
9 |
2 |
p. 350-374
|
article
|
| 5 |
Component-Wise Reasoning as a Mechanism of Sense-Making in Real Analysis
|
Reed, Zackery
|
|
|
9 |
2 |
p. 217-242
|
article
|
| 6 |
ConcepTests in Undergraduate Real Analysis: Comparing Peer Discussion and Instructional Explanation Settings
|
Bauer, Thomas
|
|
|
9 |
2 |
p. 426-460
|
article
|
| 7 |
Constructing the Self-similarity Concept
|
Hershkowitz, Rina
|
|
|
9 |
2 |
p. 322-349
|
article
|
| 8 |
Correction to: From the Front Lines of Active Learning: Lessons Learned from those who are Trying
|
Marzocchi, Alison S.
|
|
|
9 |
2 |
p. 556
|
article
|
| 9 |
Didactical Disciplinary Literacy in Mathematics: Making Meaning From Textbooks
|
Weinberg, Aaron
|
|
|
9 |
2 |
p. 491-523
|
article
|
| 10 |
Exploring Mathematics Teaching Approaches in Tanzanian Higher Education Institutions: Lecturers’ Perspectives
|
Mazana, Mzomwe Yahya
|
|
|
9 |
2 |
p. 269-294
|
article
|
| 11 |
From the Front lines of active learning: Lessons learned from those who are trying
|
Marzocchi, Alison S
|
|
|
9 |
2 |
p. 524-555
|
article
|
| 12 |
Sameness in Mathematics: a Unifying and Dividing Concept
|
Rupnow, Rachel
|
|
|
9 |
2 |
p. 398-425
|
article
|
| 13 |
Transition to University Mathematics in Turkey: Examining the Views of Students and Faculty Members on Student Difficulties
|
SÖNMEZ, Neslihan
|
|
|
9 |
2 |
p. 243-268
|
article
|
Journal description