International journal of mathematical education in science and technology

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  Año 2021, Vol. 52, Número 8

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    Ubiratan D’ambrosio [1932-2021] – ethnomathematics educator for the twenty-first century

    Anthony G.Shannon

    • Resumen

    págs. 1139-1142

    
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    Making sense of the average concept through engagement in model-eliciting activities

    Juhaina Awawdeh Shahbari, Michal Tabach

    • Resumen

    págs. 1143-1160

    
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    An alternative to broaden the school-promoted meanings of mathematics in electrical sciences from socioepistemology

    Jesús Eduardo Hinojos Ramos, Rosa María Farfán, Mauricio Gabriel Orozco-del-Castillo

    • Resumen

    págs. 1161-1174

    
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    Let us rethink how to teach mathematics using gaming principles

    Su Ting Yong, Natanael Karjanto, Peter Gates, Tak Yee Andy Chan, Than Myint Khin

    • Resumen

    págs. 1175-1194

    
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    Cognitive instructional principles in elementary mathematics classrooms: a case of teaching inverse relations

    Meixia Ding, Ryan Hassler, Xiaobao Li

    • Resumen

    págs. 1195-1224

    
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    Can dynamic activities boost mathematics understanding and metacognition? A case study on the limit of rational functions

    Chak Him Fung, Kin Keung Poon

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    págs. 1225-1239

    
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    Examining the effect of blended instructional method on students’ grades in an introductory statistics course

    Mitra Jazayeri, Xia Li

    • Resumen

    págs. 1240-1249

    
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    A mechanically-based proof of the arithmetic mean harmonic mean inequality

    Miguel A. Padrón, Ángel Plaza de la Hoz

    • Resumen

    págs. 1250-1252

    
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    An inequality between the area of a triangle inscribed in a given triangle and the harmonic mean of the areas of vertex triangles

    Victor Oxman, Avi Sigler

    • Resumen

    págs. 1253-1259

    
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    Integration bounds for the regular simplex in n-dimensional space

    David M. Williams, Gage S. Walters

    • Resumen

    págs. 1260-1275

    
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    Uniquely determining a circle from three specified circles

    Jonathan Hoseana

    • Resumen

    págs. 1276-1280

    
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    Teaching cost minimization – can a non-calculus approach help?

    Vedran Kojić, Mira Krpan, Zrinka Lukač

    • Resumen

    págs. 1281-1294