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Showing results for ISSN matching 0013-1954

Mis-in and mis-out concept images: the case of even numbers

JOURNAL ARTICLE published February 2023 in Educational Studies in Mathematics

Authors: Pessia Tsamir | Dina Tirosh

https://doi.org/10.1007/s10649-022-10183-z Actions

Issues of Methods and Theory in the Study of Mathematics Teachers’ Professed and Attributed Beliefs

JOURNAL ARTICLE published March 2005 in Educational Studies in Mathematics

Authors: Natasha M. Speer

https://doi.org/10.1007/s10649-005-2745-0 Actions

Analysis of a teacher’s pedagogical arguments using Toulmin’s model and argumentation schemes

JOURNAL ARTICLE published November 2016 in Educational Studies in Mathematics

Authors: N. Metaxas | D. Potari | T. Zachariades

https://doi.org/10.1007/s10649-016-9701-z Actions

Measuring STEM students’ mathematical identities

JOURNAL ARTICLE published June 2017 in Educational Studies in Mathematics

Authors: Eivind Kaspersen | Birgit Pepin | Svein Arne Sikko

https://doi.org/10.1007/s10649-016-9742-3 Actions

Proportional reasoning: A review of the literature

JOURNAL ARTICLE published May 1985 in Educational Studies in Mathematics

Authors: Francoise Tourniaire | Steven Pulos

https://doi.org/10.1007/pl00020739 Actions

Distance mathematics teaching in Flanders, Germany, and the Netherlands during COVID-19 lockdown

JOURNAL ARTICLE published October 2021 in Educational Studies in Mathematics

Authors: Paul Drijvers | Daniel Thurm | Ellen Vandervieren | Marcel Klinger | Filip Moons | Heleen van der Ree | Amy Mol | Bärbel Barzel | Michiel Doorman

https://doi.org/10.1007/s10649-021-10094-5 Actions

Using order to reason about negative numbers: the case of Violet

JOURNAL ARTICLE published May 2014 in Educational Studies in Mathematics

Authors: Jessica Pierson Bishop | Lisa L. Lamb | Randolph A. Philipp | Ian Whitacre | Bonnie P. Schappelle

https://doi.org/10.1007/s10649-013-9519-x Actions

Algebraic thinking, pattern activities and knowledge for teaching at the transition between primary and secondary school

JOURNAL ARTICLE published September 2018 in Educational Studies in Mathematics

Authors: Isabelle Demonty | Joëlle Vlassis | Annick Fagnant

https://doi.org/10.1007/s10649-018-9820-9 Actions

Bridging the gap between graphical arguments and verbal-symbolic proofs in a real analysis context

JOURNAL ARTICLE published October 2016 in Educational Studies in Mathematics

Research funded by National Science Foundation (DRL-1008641)

Authors: Dov Zazkis | Keith Weber | Juan Pablo Mejía-Ramos

https://doi.org/10.1007/s10649-016-9698-3 Actions

JOURNAL ARTICLE published 2002 in Educational Studies in Mathematics

Authors: Aurora Gallardo

https://doi.org/10.1023/a:1016210906658 Actions

Appropriating Mathematical Practices: A Case Study of Learning to Use and Explore Functions Through Interaction with a Tutor

JOURNAL ARTICLE published 2004 in Educational Studies in Mathematics

Authors: Judit N. Moschkovich

https://doi.org/10.1023/b:educ.0000017691.13428.b9 Actions

Asymmetry in student achievement on multiple-choice and constructed-response items in reversible mathematics processes

JOURNAL ARTICLE published February 2017 in Educational Studies in Mathematics

Authors: Christopher J. Sangwin | Ian Jones

https://doi.org/10.1007/s10649-016-9725-4 Actions

Metaphors and Models in Translation Between College and Workplace Mathematics

JOURNAL ARTICLE published 25 January 2007 in Educational Studies in Mathematics

Authors: julian williams | geoff wake

https://doi.org/10.1007/s10649-006-9040-6 Actions

Factors mathematicians profess to consider when presenting pedagogical proofs

JOURNAL ARTICLE published January 2014 in Educational Studies in Mathematics

Authors: Yvonne Lai | Keith Weber

https://doi.org/10.1007/s10649-013-9497-z Actions

Fourth-graders’ justifications in early algebra tasks involving a functional relationship

JOURNAL ARTICLE published June 2021 in Educational Studies in Mathematics

Research funded by Agencia Estatal de Investigación (EDU2016-75771-P) | Comisión Nacional de Investigación Científica y Tecnológica (72180046) | European Regional Development Fund (EDU2016-75771-P)

Authors: Cristina Ayala-Altamirano | Marta Molina

https://doi.org/10.1007/s10649-021-10036-1 Actions

Proof constructions and evaluations

JOURNAL ARTICLE published November 2009 in Educational Studies in Mathematics

Authors: Andreas J. Stylianides | Gabriel J. Stylianides

https://doi.org/10.1007/s10649-009-9191-3 Actions

Affecting the flow of a proof by creating presence—a case study in Number Theory

JOURNAL ARTICLE published October 2017 in Educational Studies in Mathematics

Authors: Mika Gabel | Tommy Dreyfus

https://doi.org/10.1007/s10649-016-9746-z Actions

Abstraction and consolidation of the limit procept by means of instrumented schemes: the complementary role of three different frameworks

JOURNAL ARTICLE published November 2008 in Educational Studies in Mathematics

Authors: Ivy Kidron

https://doi.org/10.1007/s10649-008-9132-6 Actions

Some issues about the introduction of first concepts in linear algebra during tutorial sessions at the beginning of university

JOURNAL ARTICLE published November 2014 in Educational Studies in Mathematics

Authors: Nicolas Grenier-Boley

https://doi.org/10.1007/s10649-014-9564-0 Actions

Hidden competence: women’s mathematical participation in public and private classroom spaces

JOURNAL ARTICLE published October 2019 in Educational Studies in Mathematics

Authors: Jessica Brooke Ernest | Daniel L. Reinholz | Niral Shah

https://doi.org/10.1007/s10649-019-09910-w Actions
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