Relationships between cognitive pattern recognition and specific mathematical domains in mathematics education
Meng Kay Daniel Ling, Sau Cheong Loh
págs. 159-179
A model for analyzing the explanatory writing of undergraduate students when solving mathematical tasks
Giovannina Albano, Osama Swidan, Anna Pierri
págs. 180-194
Pre-service elementary mathematics teachers’ methods when solving integral-volume problems and the rationale behind their selections
Ibrahim Cetin, Serife Dev
págs. 195-219
Profiling mathematical procedural and problem-solving skills of undergraduate students following a new mathematics curriculum
Fiona Faulkner, Cormac Breen, Mark Prendergast, Michael Carr
págs. 220-249
Student perceptions of a guided inquiry approach to a service-taught ordinary differential equations course
Diarmaid Hyland, Paul van Kampen, Brien Nolan
págs. 250-276
© 2001-2024 Fundación Dialnet · Todos los derechos reservados
Coordinado por: