International journal of mathematical education in science and technology

• 

  Año 2025, Vol. 56, Número 12

  • Editorial

    • Meanjin Delta: Las conferencias Delta como comunidad de práctica

      Leanne Rylands, Greg Oates, Tracy S. Craig

      • Resumen
      • Texto completo

      págs. 2333-2335

      

  • Articles

    • Diagnosing readiness: institutional responses to mathematics transitions in higher education

      Alison Reddy, Anthony Cronin, Donald Shearman, Anita Campbell

      • Resumen
      • Texto completo

      págs. 2336-2352

      

    • ‘I call it math therapy’: student narratives of growth, belonging and confidence in mathematical thinking workshops

      Anita L. Campbell, Jonathan Shock, Mashudu Mokhithi, Pragashni Padayachee

      • Resumen
      • Texto completo

      págs. 2353-2378

      

    • Students’ conceptions of double integral bounds: an APOS theory perspective

      Tracy S. Craig, Lerna Pehlivan

      • Resumen
      • Texto completo

      págs. 2379-2401

      

    • Design principles of creativity-fostering tasks in multivariable calculus

      Houssein El Tourkey, Gulden Karakok, Miloš Savić, Gail Tang, Emily Cilli-Turner

      • Resumen
      • Texto completo

      págs. 2402-2418

      

    • Bridging students’ informal discourse and formal discourse on limits

      Jungeun Park

      • Resumen

      págs. 2419-2439

      

  • Classroom Notes

    • Incorporating principles in teaching linear algebra

      David Easdown

      • Resumen
      • Texto completo

      págs. 2440-2456

      

  • Articles

    • Mastery-based assessment in a proof-based mathematics course: formative assessment in a transformative class

      Ben Wormleighton, Nelson L. Carter

      • Resumen
      • Texto completo

      págs. 2457-2472

      

    • Exam-related affect in undergraduate mathematics: a cluster analysis of self-efficacy, achievement emotions, and stress mindset

      Kaitlin Riegel, Tanya Evans

      • Resumen
      • Texto completo

      págs. 2473-2495

      

    • ‘The green tick’: how instant feedback shaped self-efficacy in a first-year mathematics course

      Rosie A. Cameron

      • Resumen
      • Texto completo

      págs. 2496-2512

      

    • Rethinking what is valuable in mathematics and statistics education

      Merryn Horrocks, Don Shearman

      • Resumen
      • Texto completo

      págs. 2513-2533

      

    • Mathematical communication: conceptions of academics in mathematics and statistics

      Oliver Murfett, TriThang Tran

      • Resumen
      • Texto completo

      págs. 2558-2572

      

    • Postsecondary mathematics instructors’ characterizations of equitable and inclusive teaching

      Dakota White, Rachel Funk

      • Resumen
      • Texto completo

      págs. 2573-2595