International journal of mathematical education in science and technology

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  Año 2021, Vol. 52, Número 3

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    Introducing direction fields to students learning ordinary differential equations (ODEs) through guided inquiry

    Diarmaid Hyland, Paul van Kampen, Brien C. Nolan

    • Resumen

    págs. 331-348

    
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    Conceptual models for integer addition and subtraction

    Nicole M. .Wessman Enzinger, Edward S. Mooney

    • Resumen

    págs. 349-376

    
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    Relationships between teachers’ practices and learners’ mathematical identities

    Aarifah Gardee

    • Resumen

    págs. 377-403

    
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    The impact of procedural and conceptual teaching on students' mathematical performance over time

    Vahid Borji, Farzad Radmehr, Vicenç Font Moll

    • Resumen

    págs. 404-426

    
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    Malleable or fixed? Exploring pre-service primary teachers’ attitudes towards statistics

    Aisling Leavy, Mairead Hourigan, Breed Murphy, N. Yilmazb

    • Resumen

    págs. 427-451

    
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    Emergent patterns in deterministic modelling

    Michael Ralph

    • Resumen

    págs. 452-462

    
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    Differential and integral proportional calculus: how to find a primitive for

    William Antonio Campillay Llanos, Felipe Guevarab, Manuel A. Pinto, Ricardo Torres

    • Resumen

    págs. 463-476

    
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    Is it the width, the height, or the length?: pre-service teachers’ responses to a volume task

    Dae S. Hong, Cristina Runnalls

    • Resumen

    págs. 477-490