International journal of mathematical education in science and technology
págs. 1759-1768
Mitra Jazayeri, Xia Li, Eric Morris
, Daniel Laurence, Birgit Lochpágs. 1769-1788
Transitioning mathematics teacher practices to broadcast pedagogy
Jessica Hunt, Rebekah Davis, Alejandra Duarte
págs. 1789-1813
From process to object in teachers’ introductory algebra discourse
Helena Johansson
, Cecilia Kilhamnpágs. 1814-1830
A new learning community for educating future teachers: Online Laboratory School
Zelha Tunç-Pekkan
, Rukiye Didem Taylanpágs. 1831-1852
Students' beliefs on empirical arguments and mathematical proof in an introduction to proof class
David Miller
, Joshua Case, Ben Daviespágs. 1853-1874
Using scaffolds in support of teachers as task designers in geometry: a case study
Mirit Rachamim, Abraham Berman, Boris Koichu
págs. 1875-1895
The complex and integrated nature of a mathematics lecturer’s specialized knowledge
Rosa Delgado Rebolledo
, Diana Zakaryanpágs. 1896-1913
Prospective primary teachers’ initial mathematical problem-solving knowledge
Juan Luis Piñeiro Garrido
, Olive Chapman, Elena Castro Rodríguez 
, Enrique Castro y Cespedespágs. 1914-1937
Proof levels of graph theory students under the lens of the Van Hiele model
José Antonio González Calero
, Víctor Manero, Alberto Arnal Bailera, María Luz Puertas González págs. 1938-1956
E. Taranto
, G. Colajanni, A. Gobbib, M. Picchi, A. Raffaelepágs. 1957-1998
Learners’ mathematics identity and achievement: Where does the teacher come in?
Luis Miguel Fernández
, Ursula Nguyen, Rebecca Callahanpágs. 1999-2024
Students’ thinking about problem solving tasks: the case of initial value problems
Thembinkosi P. Mkhatshwa
págs. 2025-2045
E-assessment in mathematics in higher education: a student perspective
Blaženka Divjak, Petra Žugec, Katarina Pažur Aničić
págs. 2046-2068
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