International Electronic Journal of Mathematics Education

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  Año 2021, Vol. 16, Número 3

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    The Relationship between Executive Function and the Conservation of Quantity in Early Childhood Cognitive Processes from the Viewpoint of the Prefrontal Cortex

    Nobuki Watanabe

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    “Books I Used as a Child were Mathematically Incorrect”: Reasons to Use Children’s Shape-Related Books as a Resource to Improve Mathematical Knowledge for Teaching

    Julie Nurnberger Haag, Rashmi Singh, Jamie L. W. Wernet, Anita N. Alexander

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    Teachers’ Adaptions of the Percentage Bar Model for Creating Different Learning Opportunities

    Christian Büscher

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    Learners’ Critical Thinking About Learning Mathematics

    Shipra Sachdeva, Per-Odd Eggen

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    The Analysis of Grade 8 Fractions Errors Displayed by Learners Due to Deficient Mastery of Prerequisite Concepts

    Yeyisani Evans Makhubele

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    Pedagogical Knowledge for Teaching Mathematics in Montessori Schools

    Immaculate Kizito Namukasa, Kinful Lartebea Aryee

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    Using Dynamic Geometry Software to Enhance Specialized Content Knowledge: Pre-Service Mathematics Teachers’ Perceptions

    Ruti Sega, Victor Oxman, Moshe Stupel

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    Nurturing Problem Posing in Young Children: Using Multiple Representation within Students’ Real-World Interest

    Hyunkyung Kwon, Mary Margaret Capraro

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    Pre-Service Teachers’ Procedural and Conceptual Understanding of Pupils’ Mean Value Knowledge in Grade 6

    Christian Svensson, Mona Holmqvist Olander

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    Reconstruction of the Interpretation of Geometric Diagrams of Primary School Children Based on Actions on Various Materials - A Semiotic Perspective on Actions

    Lara Kristina Billion

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    Preference for Solution Methods and Mathematical Performance: A Critical Review

    Bhesh Mainali

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    Dismantling the ‘All-Boys Club’ A Narrative of Contradictions Women Experience in PhD Mathematics Programs: A Freirean Approach

    Weverton Ataide Pinheiro

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    Rethinking Principles of School Mathematics during the COVID-19 Pandemic: A Multiple-Case Study on Higher Education Courses Related to Teaching Mathematics

    Aysenur Yilmaz, Merve Kostur

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    Posing Creative Problems: A Study of Elementary Students’ Mathematics Understanding

    Danielle Bevan, Mary Margaret Capraro

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    Didactic Engineering to Teach Leonardo Sequence: A Study on a Complexification Process in a Mathematics Teaching Degree Course

    Francisco Régis Vieira Alves, Milena Carolina dos Santos Mangueira, Paula Catarino, Renata Passos Machado Vieira

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    Development of Concepts of Mathematical Functions: A Quasi-experimental Study of Fourth- and Fifth-Grade Learners in Japan

    Yoshiki Nisawa

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    Differentiating Instruction: Development of a Practice Framework for and with Secondary Mathematics Classroom Teachers

    Andrew Marks, Geoff Woolcott, Cristos Markopoulos

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    High School Students’ Reasons for disliking Mathematics: The Intersection Between Teacher’s Role and Student’s Emotions, Belief and Self-efficacy

    Jair J. Aguilar

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    Validation of a Model of Sustainable Place Value Understanding in Turkey

    Mehmet Hayri Sari, Moritz Herzog, Sinan Olkun, Annemarie Fritz

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    On the Role of Imagination in the Use of History in Mathematics Education

    Thomas De Vittori

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    Achievement Motivation, Locus of Control and Study Habits as Predictors of Mathematics Achievement of New College Students

    Estelita Arellano Villa, Mildred Arellano Sebastian

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    Who Should Learn Proving and Why: An Examination of Secondary Mathematics Teachers’ Perspectives

    Samuel Otten, Mitchelle M Wambua, Rajendran Govender

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    Careful Co-Planning for Effective Team Teaching in Mathematics

    Alison S. Marzocchi, Bridget K. Druken, Michelle V Brye

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    Adaptation Analysis in Students With High Mathematical Ability: Preliminary Work in the Field of Giftedness

    Ramón García Perales, Ascensión Palomares Ruiz , Antonio Cebrián Martínez, Emilio López Parra

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