International journal of mathematical education in science and technology

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  Año 2026, Vol. 57, Número 7

  • Editorial

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      INDRUM2022 Special Issue

      Berta Barquero, Reinhard Hochmuth, María Trigueros Gaisman

      págs. 1271-1280

      

  • Articles

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      On using a core idea to foster the transition to advanced mathematics – transferring the idea of average to complex path integrals

      Erik Hanke

      • Resumen

      págs. 1281-1301

      
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      The challenge of structuralist thinking in abstract algebra: a transition problem

      Thomas Hausberger, Julie Jovignot

      • Resumen

      págs. 1302-1324

      
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      Learning two-variable functions using 3D dynamic geometry

      María Trigueros Gaisman, José Orozco Santiago, Rafael Martínez-Planell

      • Resumen

      págs. 1325-1341

      
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      Didactic transposition and the knowledge to be taught: towards an archeorganisation for concave/convex functions

      Heidi Strømskag, Yves Chevallard

      • Resumen

      págs. 1342-1369

      
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      Teaching mathematics to non-specialists at university: a praxeological approach

      Camille Doukhan, Ghislaine Gueudet, Pierre Vincent Quéré

      • Resumen

      págs. 1370-1389

      
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      Inquiry dynamics at the crossroads of descriptive and inferential statistics

      Kristina Markulin, Marianna Bosch , Ignasi Florensa

      • Resumen

      págs. 1414-1434

      
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      Designing and analysing a teaching proposal about linear algebra through the dialogue of two theories

      Margherita Piroi, Berta Barquero i Farrás , Marianna Bosch

      • Resumen

      págs. 1435-1459

      
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      Mathematics students’ self-reported resources used for solving real-life problems in a challenge-based modelling course

      Ulises Alfonso Salinas Hernández, Zeger-jan Kock, Birgit Pepin

      • Resumen

      págs. 1460-1485

      
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      Enabling teachers to enact core elements of mathematics in the classroom: a retrospective design-research analysis of interrelated course conceptions and their development phases

      Thomas Bauer, Eva Müller-Hill

      • Resumen

      págs. 1486-1514

      
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      Inquiry in mathematics: studying a professional development measure for university lecturers

      Inés M- Gómez Chacón, Reinhard Hochmuth, Jana Peters

      • Resumen

      págs. 1515-1537

      
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      Potential of Brousseau’s guessing game in teacher education: two complementary cases

      Ryoto Hakamata, Hiroto Fukuda, Hiroki Otani, Koji Otaki, Berta Barquero i Farrás , Marianna Bosch

      • Resumen

      págs. 1538-1558

      
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      Facilitating note-taking with guided notes – students’ preferences regarding positions for blanks and preprinted parts

      Frank Feudel, Anja Panse

      • Resumen

      págs. 1559-1580

      
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      Students’ self-regulated learning of university mathematics in different learning environments

      Robin Göller, Lara Gildehaus, Juulia Lahdenperä

      • Resumen

      págs. 1581-1604

      
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      Proving routines in a lecturer’s mathematical discourse for proof teaching: a case of analysis lecturing

      Dimitri Lipper, Thomais Karavi, Angeliki Mali

      • Resumen

      págs. 1605-1621

      
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      Analysing the quality of real analysis lectures using a structured observation tool

      Karyna Umgelter, Sebastian Geisler

      • Resumen

      págs. 1622-1644