International journal of mathematical education in science and technology

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  Año 2021, Vol. 52, Número 2

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    ‘I’m still making dots for them’: mathematics lecturers’ views on their mathematical modelling practices

    Paul Hernandez-Martinez, Stephanie Thomas, Olov Viirman, Yuriy Rogovchenko

    • Resumen

    págs. 165-177

    
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    An alternative approach to pupils’acquiring a concept parameter in solving inequalities in school mathematics

    Dalibor Gonda, Anna Tirpáková

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    págs. 178-193

    
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    This cannot be the result! The didactic phenomenon ‘the age of the earth’

    Federica Ferretti, Giorgio Bolondi

    • Resumen

    págs. 194-207

    
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    Pre-service secondary mathematics teachers’ anticipation and identification of students’ thinking in the context of modelling problems

    Makbule Gözde Didiş Kabar, Ayhan Kursat Erbas

    • Resumen

    págs. 208-236

    
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    Understanding 15-year-old students’ conceptions of randomness through their ‘potential worlds’: a qualitative analysis

    Zisimos Braessas, Tasos Patronis

    • Resumen

    págs. 237-258

    
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    The ‘Mathematics Problem’ and preservice post primary mathematics teachers – analysing 17 years of diagnostic test data

    Olivia Fitzmaurice, Richard J. Walsh, Kevin Burke

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    págs. 259-281

    
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    ‘I remembered this mathematics course because?…?’: how unforgettable mathematics experiences of pre-service early childhood teachers are related to their beliefs

    Tuğba Öçal

    • Resumen

    págs. 282-298

    
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    A model fix gone wrong: investigation of an SIS model with saturating treatment

    Mark Ian Nelson

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    págs. 299-309

    
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    Arc length of function graphs via Taylor's formula

    Patrik Nystedt

    • Resumen

    págs. 310-323

    
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    The IJMEST Editorial Board over the decades: a personal retrospective perspective

    Ubiratan D'Ambrosio , Anthony G.Shannon

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    págs. 324-329