págs. 1169-1186
Middle school students’ reasoning with regards to parallelism and perpendicularity of line segments
Fadime Ulusoy
págs. 1187-1206
Predicting STEM persistence from mathematics affect, pedagogical perceptions and Calculus I setting
Xiangming Wu, Jessica M. Deshler, Edgar Fuller, Karen Rambo Hernandez
págs. 1207-1228
An analysis of the relationship between high-school pre-calculus and university calculus grades
Darja Barr, Xikui Wang, Robert Renaud, Rodney Clifton
págs. 1229-1256
An effective method of assessment for first-year mathematics in an Australian university
Dilshara Hill, Frank Valckenborgh
págs. 1257-1271
Non-traditional assessments to match creative instruction in undergraduate mathematics courses
Mika Munukata, Ashwin Vaidya, Erin Krupa, Ceire Monahan
págs. 1272-1287
How do students assess the impact of integrating digital technologies on the mathematics classroom?
Irina Gurevich-Leibman, Mercedes Barchilon Ben Av
págs. 1288-1297
págs. 1298-1314
págs. 1315-1319
págs. 1320-1327
págs. 1328-1338
A one-dimensional puzzle to teach integer programming
Aline Anton, Franklina M.B. Toledo, Adaiton M. Oliveira Filho
págs. 1339-1348
Marian Genčev, Dana Šalounová
págs. 1349-1372
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