Student teachers’ types of probing questions in inquiry-based mathematics teaching with and without GeoGebra
Markus Hähkiöniemi
págs. 973-987
Success-factors in transition to university mathematics
S. Bengmark, H. Thunberg, T. Mikael Winberg
págs. 988-1001
The effects of GeoGebra software on pre-service mathematics teachers’ attitudes and views toward proof and proving
Yilmaz Zengin
págs. 1002-1022
Understanding and supporting teacher horizon knowledge around limits: a framework for evaluating textbooks for teachers
Ann Kajander, Miroslav Lovric
págs. 1023-1042
Exploring students' mathematical performance, metacognitive experiences and skills in relation to fundamental theorem of calculus
Farzad Radmehr, Michael Drake
págs. 1043-1071
Measuring striving for understanding and learning value of geometry: a validity study
Behiye Ubuz, Yurdagül Aydinyer
págs. 1072-1086
Improved pedagogy for linear differential equations by reconsidering how we measure the size of solutions
Christopher Tisdell
págs. 1087-1095
Visualizing and understanding l'hopital's rule
Sheldon P. Gordon
págs. 1096-1105
Puzzle-based learning in engineering mathematics: students’ attitudes
Sergiy Klymchuk
págs. 1106-1119
Why the nth-root function is not a rational function
David E. Dobbs
págs. 1120-1132
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