Assigning mathematics instruction time in secondary schools: what are the influential factors?
Mark Prendergast, Niamh O´Meara
págs. 1137-1155
The use of concrete learning objects taken from the history of mathematics in mathematics education
Suphi Önder Bütüner
págs. 1156-1178
Mathematics teachers’ conceptions and constraints for changing teaching practices in Brazilian higher education: an analysis through activity theory
Dilhermando Ferreira Campos, Márcia Maria Fusaro Pinto
págs. 1179-1205
Creative and algorithmic mathematical reasoning: effects of transfer-appropriate processing and effortful struggle
Bert Jonsson, Yagmur C. Kulaksiz, Johan Lithner
págs. 1206-1225
The standard proof, the elegant proof, and the proof without words of tasks in geometry, and their dynamic investigation
Avi Sigler, Ruti Sega, Moshe Stupel
págs. 1226-1243
A modularized tablet-based approach to preparation for remedial mathematics
K. Andrew Parker
págs. 1244-1260
Teaching ideas and activities for classroom: integrating technology into the pedagogy of integral calculus and the approximation of definite integrals
Günhan Caglayan
págs. 1261-1279
© 2001-2024 Fundación Dialnet · Todos los derechos reservados
Coordinado por: