International journal of mathematical education in science and technology

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  Año 2021, Vol. 52, Número 5

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    Industry-based, transdisciplinary, complex problems as realistic settings for applying the M in STEM

    Iwona Czaplinsk, Ian W. Turner, Kate Helmstedt, Paul Corry, D.G. Mallet

    • Resumen

    págs. 653-668

    
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    An instructional unit for prospective teachers’ conceptualization of geometric transformations as functions

    Seher Avcu, Bülent Çetinkaya

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    págs. 669-698

    
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    A framework for understanding how preservice teachers notice students’ statistical reasoning about comparing groups

    Dongjo Shin

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    págs. 699-720

    
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    The impact of improving feelings of relatedness on motivation and engagement for tertiary students

    Ananthan Ambikairajah, R. Ambikairajah, Eliathamby Ambikairajah

    • Resumen

    págs. 721-730

    
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    Proof-related reasoning in upper secondary school: characteristics of Swedish and Finnish textbooks

    Andreas Bergwall

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    págs. 731-751

    
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    Good errors in mathematics education

    Uri Leron, Lisser Rye Ejersbo

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    págs. 752-766

    
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    A case study of the practices of conjecturing and proving of research mathematicians

    María Aurora Fernández León, José María Gavilán Izquierdo , Rocío Toscano

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    págs. 767-781

    
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    The area, centroid and volume of revolution of the Koch curve

    Mark McCartney

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    págs. 782-786

    
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    Symbols: the challenge of subscripts

    Meredith Begg, Robyn Pierce

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    págs. 787-794

    
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    Students as partners: peer-leading in an undergraduate mathematics course

    Barbara M. Johnston

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    págs. 795-806

    
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    A note on balanced incomplete block designs and projective geometry

    Ömür DevecI, G. Shannon

    • Resumen

    págs. 807-813