‘I’m still making dots for them’: mathematics lecturers’ views on their mathematical modelling practices
Paul Hernandez-Martinez, Stephanie Thomas, Olov Viirman, Yuriy Rogovchenko
págs. 165-177
An alternative approach to pupils’acquiring a concept parameter in solving inequalities in school mathematics
Dalibor Gonda, Anna Tirpáková
págs. 178-193
This cannot be the result! The didactic phenomenon ‘the age of the earth’
Federica Ferretti, Giorgio Bolondi
págs. 194-207
Pre-service secondary mathematics teachers’ anticipation and identification of students’ thinking in the context of modelling problems
Makbule Gözde Didiş Kabar, Ayhan Kursat Erbas
págs. 208-236
Understanding 15-year-old students’ conceptions of randomness through their ‘potential worlds’: a qualitative analysis
Zisimos Braessas, Tasos Patronis
págs. 237-258
The ‘Mathematics Problem’ and preservice post primary mathematics teachers – analysing 17 years of diagnostic test data
Olivia Fitzmaurice, Richard J. Walsh, Kevin Burke
págs. 259-281
‘I remembered this mathematics course because?…?’: how unforgettable mathematics experiences of pre-service early childhood teachers are related to their beliefs
Tuğba Öçal
págs. 282-298
A model fix gone wrong: investigation of an SIS model with saturating treatment
Mark Ian Nelson
págs. 299-309
Arc length of function graphs via Taylor's formula
Patrik Nystedt
págs. 310-323
The IJMEST Editorial Board over the decades: a personal retrospective perspective
Ubiratan D'Ambrosio, Anthony G.Shannon
págs. 324-329
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