International journal of mathematical education in science and technology

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  Año 2024, Vol. 55, Número 9

  • The influences of social, cognitive, and teaching presence on pre-service teachers’ online engagement in productive mathematical discourse

    Tracey Muir

    • Resumen
    • Texto completo

    págs. 2069-2086

    

  • Contrasting cases of college calculus instructors: their preferences and potential pedagogy in teaching derivative graphs

    Dae S. Hong, Jae Ki Lee

    • Resumen
    • Texto completo

    págs. 2087-2106

    

  • Where we see one function, they see two

    Alison Mirin

    • Resumen
    • Texto completo

    págs. 2107-2135

    

  • Posing mathematics problems about STEM careers: problem quality, scaffolds, and problem solving

    Candance Walkington, Matthew L. Bernacki, Min Wang, Brooke Istas, Meghan Greene

    • Resumen
    • Texto completo

    págs. 2136-2169

    

  • An empirical study of mathematical creativity and students’ opinions on multiple solution tasks

    Ljerka Jukic Matic, Josip Slisko Ignjatov

    • Resumen
    • Texto completo

    págs. 2170-2190

    

  • Quantitative and covariational reasoning opportunities provided by calculus textbooks: the case of the derivative

    Thembinkosi P. Mkhatshwa

    • Resumen
    • Texto completo

    págs. 2191-2218

    

  • Prospective mathematics teachers learning complex numbers using technology

    Jorge Gaona Paredes, Silvia Soledad López, Elizabeth Montoya Delgadillo

    • Resumen
    • Texto completo

    págs. 2219-2248

    

  • Mathematical understanding and ownership in learning: affordances of and student views on templates for proof-writing

    Sarah Klanderman, V. Rani Satyam

    • Resumen
    • Texto completo

    págs. 2249-2267

    

  • A learning sequence for developing technology tasks that support students’ mathematical thinking: a replication study

    Charity Cayton, Kayla Chandler

    • Resumen
    • Texto completo

    págs. 2268-2292

    

  • University students’ engagement with digital mathematics textbooks: a case of linear algebra

    Elena Castro Rodríguez, Angeliki Mali, Vilma Mesa

    • Resumen
    • Texto completo

    págs. 2293-2315

    

  • Student understanding of approximations in physics

    K. K. Mashood, Arvind Kumar, Anwesh Mazumdar

    • Resumen
    • Texto completo

    págs. 2316-2348

    

  • Noticing elementary students’ mathematical reasoning and diverse needs: investigating the impact of different noticing tasks

    Vecihi Serbay Zambak, Ai Kamei, Kaitlyn Sorochka

    • Resumen
    • Texto completo

    págs. 2349-2373

    

  • Classroom Notes

    • Four variations on a fractal theme

      Mark McCartney

      • Resumen
      • Texto completo

      págs. 2374-2388