Upper secondary school students' difficulties with mathematical modelling
Uffe Thomas Jankvist, Mogens Niss
págs. 467-496
Teachers’ self-perceptions of mathematical knowledge for teaching at the transition between primary and post-primary school
Niamh O´Meara, Mark Prendergast, Ian Cantley, Lorraine Harbison, Mary Clare O�Hara
págs. 497-519
An activity theory perspective on contradictions in flipped mathematics classrooms at the university level
Helge Fredriksen, Said Hadjerrouit
págs. 520-541
A learning trajectory for the fundamental theorem of calculus using digital tools
Osama Swidan
págs. 542-562
The investigation of prospective mathematics teachers’ non-algebraic solution strategies for word problems
Mehmet Fatih Öçal, Ceylan Sen, Gürsel Güler, Tugrul Kar
págs. 563-584
High school mathematics teachers’ content knowledge of the logical structure of proof deriving from figural-concept interaction in geometry
Yavuz Karpuz, Ercan Atasoy
págs. 585-603
Half the base or half the height?: Exploring a student’s justification of ½?×?base?×?height
Cristina Runnalls, Dae S. Hong
págs. 604-613
Understanding length × width × height with modified tasks
Dae S. Hong, Cristina Runnalls
págs. 614-625
Challenging problems in Euclidean geometry
Arsalan Wares
págs. 626-630
Teaching demonstration of the integral calculus
Richard Sauerheber, Brandon Muñoz
págs. 631-642
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