Student learning and perceptions in a flipped linear algebra course
Betty Love, Angie Hodge, Neal Grandgenett, Andrew W. Swift
págs. 317-324
Juho Kaleva Oikarinen, Sanna Järvelä, Raimo Kaasila
págs. 325-348
The emergence of algebraic structure: students come to understand units and zero-divisors
John Paul Cook
págs. 349-359
págs. 360-377
Early error detection: an action-research experience teaching vector calculus
María Magdalena Añino, Gabriela Merino, Alberto Miyara, Marisol Perassi, Emiliano Ravera, Gustavo Pita, Diana Waigandt
págs. 378-395
Designing Geometry 2.0 learning environments: a preliminary study with primary school students
Nuria Joglar Prieto , José María Sordo Juanena, Jon R. Star
págs. 396-416
Manipulatives and problem situations as escalators for students� geometric understanding: a semiotic analysis
Waheeh M. Daher
págs. 417-427
Emergences and affordances as opportunities to develop teachers� mathematical content knowledge
Julie Cyril
págs. 428-437
págs. 438-445
págs. 445-452
Alternating sums of binomial coefficients with unit fraction arithmetic sequence coefficients
P. Glaister, E.M. Glaister
págs. 452-464
págs. 464-473
© 2008-2024 Fundación Dialnet · Todos los derechos reservados