International journal of mathematical education in science and technology

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  Año 2021, Vol. 52, Número 7

  • Teacher support for argumentation and the incorporation of contingencies in mathematics classrooms

    Horacio Solar Bezmalinovic, Andrés Ortiz Jiménez, Jordi Deulofeu Piquet, Rodrigo Ulloa Fredes

    • Resumen

    págs. 977-1005

    

  • Factors supporting and inhibiting teachers’ use of manipulatives around the primary to post-primary education transition

    Patrick Johnson, Niamh O´Meara, Aisling Leavy

    • Resumen

    págs. 1006-1028

    

  • Programming in mathematics education

    Odd Tore Kaufmann, Børre Stenseth

    • Resumen

    págs. 1029-1048

    

  • Exploring students’ consistency in their notions: the case of comparing infinite series

    Ali Barahmand

    • Resumen

    págs. 1049-1062

    

  • In-service mathematics teachers’ knowledge and awareness of ethnomathematics approaches

    Gladys Sunzuma, Aneshkumar Maharaj

    • Resumen

    págs. 1063-1078

    

  • Roles and characteristics of problem solving in the mathematics curriculum: a review

    Daniela Olivares Díaz, José Luis Lupiáñez Gómez, Isidoro Segovia Alex

    • Resumen

    págs. 1079-1096

    

  • Closed orbits parallel to quadrilaterals inscribed in various conic sections

    Moshe Stupel, Shula Weissman, Avi Sigler

    • Resumen

    págs. 1097-1107

    

  • Origami at the intersection of algebra, geometry and calculus

    Arsalan Wares, Giovanna Valori

    • Resumen

    págs. 1108-1112

    

  • Remainder and quotient without polynomial long division

    Francesco Laudano

    • Resumen

    págs. 1113-1123

    

  • Some variants of the integral mean value theorem

    German Lozada-Cruz

    • Resumen

    págs. 1124-1130

    

  • Using a wiki to collect student work in Vector Calculus

    Parker Glynn-Adey

    • Resumen

    págs. 1131-1137