International journal of mathematical education in science and technology

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  Año 2025, Vol. 56, Número 2

  • Developing a framework to support teachers’ implementation of mathematical modelling

    Ayşe Tekin Dede, Esra Bukova-Güze

    • Resumen
    • Texto completo

    págs. 181-207

    

  • Measuring Austrian students’ procedural knowledge at the end of upper secondary level

    Christoph Ableitinger, Christian Dorner

    • Resumen
    • Texto completo

    págs. 208-230

    

  • Exploring how writing-to-learn in a mathematics methods course influences preservice teachers’ beliefs

    Tye G. Campbell, Tracey Hodges, Sheunghyun Yeo, Erin Rich, Kaleigh Pate

    • Resumen
    • Texto completo

    págs. 231-257

    

  • The effect of incentivising pre-class reading on engagement and student performance

    Amanda J. Shaker, Christopher Brignell, Mathew Pugh

    • Resumen
    • Texto completo

    págs. 258-274

    

  • Optimising the blend of in-person and online mathematics support: the student perspective

    Claire Mullen, Anthony Cronin, Jim Pettigrew, Donald Shearman, Leanne Rylands

    • Resumen
    • Texto completo

    págs. 275-295

    

  • Algebra discourses in mathematics and physics textbooks: comparing the use of algebraic symbols

    Helena Johansson, Magnus Österholm

    • Resumen
    • Texto completo

    págs. 296-317

    

  • Using the Lean interactive theorem prover in undergraduate mathematics

    Xiaoheng Yan, Gila Hanna

    • Resumen
    • Texto completo

    págs. 318-331

    

  • Applying matrix diagonalisation in the classroom with GeoGebra: parametrising the intersection of a sphere and plane

    Bradley Graeme Welch, Juan Carlos Ponce Campuzano

    • Resumen
    • Texto completo

    págs. 332-348

    

  • Mathematical inquiry with the Steiner ellipse using GeoGebra and numerical analysis

    Özlem Çeziktürk

    • Resumen
    • Texto completo

    págs. 349-361