The Relationship between Executive Function and the Conservation of Quantity in Early Childhood Cognitive Processes from the Viewpoint of the Prefrontal Cortex
Nobuki Watanabe
“Books I Used as a Child were Mathematically Incorrect”: Reasons to Use Children’s Shape-Related Books as a Resource to Improve Mathematical Knowledge for Teaching
Julie Nurnberger Haag, Rashmi Singh, Jamie L. W. Wernet, Anita N. Alexander
Teachers’ Adaptions of the Percentage Bar Model for Creating Different Learning Opportunities
Christian Büscher
Learners’ Critical Thinking About Learning Mathematics
Shipra Sachdeva, Per-Odd Eggen
The Analysis of Grade 8 Fractions Errors Displayed by Learners Due to Deficient Mastery of Prerequisite Concepts
Yeyisani Evans Makhubele
Pedagogical Knowledge for Teaching Mathematics in Montessori Schools
Immaculate Kizito Namukasa, Kinful Lartebea Aryee
Using Dynamic Geometry Software to Enhance Specialized Content Knowledge: Pre-Service Mathematics Teachers’ Perceptions
Ruti Sega, Victor Oxman, Moshe Stupel
Nurturing Problem Posing in Young Children: Using Multiple Representation within Students’ Real-World Interest
Hyunkyung Kwon, Mary Margaret Capraro
Pre-Service Teachers’ Procedural and Conceptual Understanding of Pupils’ Mean Value Knowledge in Grade 6
Christian Svensson, Mona Holmqvist Olander
Reconstruction of the Interpretation of Geometric Diagrams of Primary School Children Based on Actions on Various Materials - A Semiotic Perspective on Actions
Lara Kristina Billion
Preference for Solution Methods and Mathematical Performance: A Critical Review
Bhesh Mainali
Dismantling the ‘All-Boys Club’ A Narrative of Contradictions Women Experience in PhD Mathematics Programs: A Freirean Approach
Weverton Ataide Pinheiro
Rethinking Principles of School Mathematics during the COVID-19 Pandemic: A Multiple-Case Study on Higher Education Courses Related to Teaching Mathematics
Aysenur Yilmaz, Merve Kostur
Posing Creative Problems: A Study of Elementary Students’ Mathematics Understanding
Danielle Bevan, Mary Margaret Capraro
Didactic Engineering to Teach Leonardo Sequence: A Study on a Complexification Process in a Mathematics Teaching Degree Course
Francisco Régis Vieira Alves, Milena Carolina dos Santos Mangueira, Paula Catarino, Renata Passos Machado Vieira
Development of Concepts of Mathematical Functions: A Quasi-experimental Study of Fourth- and Fifth-Grade Learners in Japan
Yoshiki Nisawa
Differentiating Instruction: Development of a Practice Framework for and with Secondary Mathematics Classroom Teachers
Andrew Marks, Geoff Woolcott, Cristos Markopoulos
High School Students’ Reasons for disliking Mathematics: The Intersection Between Teacher’s Role and Student’s Emotions, Belief and Self-efficacy
Jair J. Aguilar
Validation of a Model of Sustainable Place Value Understanding in Turkey
Mehmet Hayri Sari, Moritz Herzog, Sinan Olkun, Annemarie Fritz
On the Role of Imagination in the Use of History in Mathematics Education
Thomas De Vittori
Achievement Motivation, Locus of Control and Study Habits as Predictors of Mathematics Achievement of New College Students
Estelita Arellano Villa, Mildred Arellano Sebastian
Who Should Learn Proving and Why: An Examination of Secondary Mathematics Teachers’ Perspectives
Samuel Otten, Mitchelle M Wambua, Rajendran Govender
Careful Co-Planning for Effective Team Teaching in Mathematics
Alison S. Marzocchi, Bridget K. Druken, Michelle V Brye
Adaptation Analysis in Students With High Mathematical Ability: Preliminary Work in the Field of Giftedness
Ramón García Perales, Ascensión Palomares Ruiz, Antonio Cebrián Martínez, Emilio López Parra
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