Journal for research in mathematics education

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  Año 2020, Vol. 51, Número 2

  • Addressing the Problem of Always Starting Over: Identifying, Valuing, and Sharing Professional Knowledge for Teaching

    Jinfa Cai, Anne Morris, Charles Hohensee, Stephen Hwang, Victoria Robison, Michelle Cirillo, Steven L. Kramer, James Hiebert, Arthur Bakker

    págs. 130-139

    

  • 1983–1988: What We Have Done

    Jeremy Kilpatrick

    págs. 140-143

    

  • 1988–1996: A Time of Optimism, Change, and Reflection

    Frank K. Lester

    págs. 144-149

    

  • Learning Mathematics in a Second Language: Language Positive and Language Neutral Classrooms

    Richard Barwell

    págs. 150-178

    

  • Parental Beliefs on the Efficacy of Productive Struggle and Their Relation to Homework-Helping Behavior

    Salvador R. Vazquez, Bradley A. Ermeling, Gerardo Ramirez

    págs. 179-203

    

  • The Roles of Textual Features, Background Knowledge, and Disciplinary Expertise in Reading a Calculus Textbook

    Emilie Wiesner, Aaron Weinberg, Ellie Fitts Fulmer, John Barr

    págs. 204-233

    

  • Teaching Mathematics for Conceptual Understanding: Teachers' Beliefs and Practices and the Role of Constraints

    Bilge Yurekli, Mary Kay Stein, Richard Correnti, Zahid Kisa

    págs. 234-247