International journal of mathematical education in science and technology

• 

  Año 2023, Vol. 54, Número 8

  • Seleccionado

    How grade levels shape underperforming elementary student preferences about learning mathematics in the classroom

    Penelope Kalogeropoulos, Anne Roche, James A. Russo

    • Resumen

    págs. 1380-1392

    
  • Seleccionado

    Supporting the development of preservice teachers’ mathematical connection skills in a teacher education programme

    Özge Dışbudak Kuru, Mine Isiksal Bostan

    • Resumen

    págs. 1393-1419

    
  • Seleccionado

    Pre-service mathematics teachers’ beliefs: a quantitative study to investigate the complex relationships in their beliefs

    P.M. Labulan Safrudiannur, Benjamin Rott, Sadrack Luden Pagiling, Zetra Hainul Putra, Adi Nur Cahyono, Suriaty Darma Andreas Ngilawajan

    • Resumen

    págs. 1420-1436

    
  • Seleccionado

    Educational leaders’ perceptions of STEM education revealed by their drawings and texts

    Vesife Hatisaru, Kim Beswick, Markus Powling, Sharon Fraser, Andrew Seen, Garry Falloon

    • Resumen

    págs. 1437-1457

    
  • Seleccionado

    What role do students’ beliefs play in a successful transition from school to university mathematics?

    Sebastian Geisler

    • Resumen

    págs. 1458-1473

    
  • Seleccionado

    Colombian future teachers’ beliefs about mathematics and its learning

    Evelyn del Carmen Ariza Muñoz, Ramón Cózar Gutiérrez, Carlos de Oro Aguado, José Antonio González Calero

    • Resumen

    págs. 1474-1489

    
  • Seleccionado

    Measuring changes in mathematics teachers' belief systems

    Andreas Eichler, Günter Törner, Ralf Erens

    • Resumen

    págs. 1490-1508

    
  • Seleccionado

    Mathematics educational values of students and teachers in Imam-Hatip high schools

    Yuksel Dede, Pınar Akyıldız, Fatma Nur Aktaş

    • Resumen

    págs. 1509-1525

    
  • Seleccionado

    When learning stumbles upon identity and affect: a loaded student–student collaboration in linear algebra

    Igor Kontorovich

    • Resumen

    págs. 1526-1540

    
  • Seleccionado

    Investigating beginning mathematics teachers’ teacher identity development through emotion diaries

    Okan Arslan

    • Resumen

    págs. 1541-1556

    
  • Seleccionado

    Inquiry activities are not for everyone: teachers’ beliefs and professional development

    Gabriella Pocalana, Peter Liljedahl, Ornella Robutti

    • Resumen

    págs. 1557-1580

    
  • Seleccionado

    Incentivising student enrolments in secondary mathematics courses: is a 10% bonus enough?

    Gregory Hine

    • Resumen

    págs. 1581-1597

    
  • Seleccionado

    Changes in affect: patterns in Grade 4 and Grade 8 students’ expressed emotional directions

    Lovisa Sumpter, Samuel Sollerman

    • Resumen

    págs. 1598-1613

    
  • Seleccionado

    Examining the mathematics education values of diverse groups of students

    Julia L. Hill, Jodie Hunter

    • Resumen

    págs. 1614-1633

    
  • Seleccionado

    Studying mathematics at university level: a sequential cohort study for investigating connotative aspects of epistemological beliefs

    Anna Schreck, Benjamin Rott, Jana Groß Ophoff

    • Resumen

    págs. 1634-1648

    
  • Seleccionado

    Students’ mathematical beliefs and motivation in the context of inquiry-based mathematics teaching

    Ida Friestad Pedersen, Per Øystein Haavold

    • Resumen

    págs. 1649-1663

    
  • Seleccionado

    Teacher tensions: managed or resolved

    Peter Liljedahl, Pietro De Poi, Annette Rouleau, Chiara Andrà

    • Resumen

    págs. 1664-1680

    
  • Seleccionado

    Cultural values and prospective teachers’ beliefs about success in mathematics and in its teaching

    Andreas Eichler, Andrea Maffia, Federica Ferretti

    • Resumen

    págs. 1681-1696

    
  • Seleccionado

    Comparing Malaysian secondary school teachers’ and students’ values in mathematics learning: a mixed method study

    Hui Min Chia, Qiaoping Zhang

    • Resumen

    págs. 1697-1715

    
  • Seleccionado

    Teaching mathematics for social justice beliefs scale: psychometrics and practices in teacher education

    Cindy Jong, Hao Zhou, Thomas Hodges

    • Resumen

    págs. 1716-1730

    
  • Seleccionado

    A functional view on language: a methodology for mathematics education to study shifts in prospective teachers’ discursive patterns

    Andreas Ebbelind

    • Resumen

    págs. 1731-1745