Linked e-resources
Details
Table of Contents
Understanding the nature of the geometric work through its development and its transformations: Kuzniak Alain (France)
Integration of technology into mathematics teaching: Past, present and future:Adnan Baki (Turkey)
Investigating the influence of teachers' pedagogical beliefs and reported practices on student achievement in basic mathematics: Allan B.I. Bernardo (Philippines), Auxencia A. Limjap (Philippines)
Developing free computer-based learning objects for high school mathematics: Examples, issues and directions: Humberto José Bortolossi(Brazil)
Doing research within the anthropological theory of the didactic: The case of school algebra: Marianna Bosch (Spain)
Curriculum reform and mathematics learning: Evidence from two longitudinal studies:Jinfa Cai (USA)
Mathematical problem solving beyond school: Digital tools and students' mathematical representations: Susana Carreira (Portugal)
Teaching probability in secondary school: Paulo Cezar Pinto Carvalho (Brazil)
Mathematics is alive! Project based mathematics: Kyung Yoon Chang (Korea)
Weaving exploration in the process of acquisition and development of mathematical knowledge: Marcos Cherinda (Mozambique)
An illustration of the explanatory and discovery functions of proof: Michael de Villiers (South Africa)
Constructing abstract mathematical knowledge in context: Tommy Dreyfus (Israel)
Digital technology in mathematics education: Why it works (or doesn't): Paul Drijvers (Netherlands)
Mathematical thinking styles in school and across cultures:Rita Borromeo Ferri (Germany)
Learning to see: The viewpoint of the blind:Lourdes Figueiras (Spain), Abraham Arcavi(Israel)
Issues and concerns about integrations of ICT into the teaching and learning of mathematics in Africa : Botswana case:Kgomotso Gertrude Garegae (Botswana)
Learning mathematics in secondary school: The case of mathematical modelling enabled by technology: Jonaki B Ghosh (India)
Doing mathematics in teacher preparation: Giving space and time to think, reflect, share and feel: Frédéric Gourdeau (Canada)
Resources, at the core of mathematics teachers' work:Ghislaine Gueudet (France)
Mathematics education reform movement in Indonesia:Sutarto Hadi (Indonesia)
Emotions in problem solving: Markku S. Hannula (Finland)
Freudenthal's work continues:Marja van den Heuvel-Panhuizen(Netherland)
Hands that see, hands that speak: Investigating relationships between sensory activity, forms of communicating and mathematical cognition:Lulu Healy (Brazil)
Teachers learning together: Pedagogical reasoning in mathematics teachers' collaborative conversations:Ilana Seidel Horn (USA)
Transforming education through lesson study: Thailand's decade-long journey:Maitree Inprasitha (Thailand)
Dialectic on the problem solving approach: Illustrating hermeneutics as the ground theory for lesson study in mathematics education:Masami Isoda (Japan)
History, application, and philosophy of mathematics in mathematics education: Accessing and assessing students' overview and judgment:Uffe Thomas Jankvist (Denmark)
Teaching mathematical modelling in school mathematics: Ok-Ki Kang (Korea), Jihwa Noh (Korea)
Implications from Polya and Krutetskii:Wan Kang (Korea)
Derivative or derivation?Matthias Kawski (USA)
The social dimension of argumentation and proof in mathematics classrooms: Christine Knipping (Germany)
Mathematical literacy for living in the highly constructionism: Theory of learning or theory of design?Chronis Kynigos (Greece)
Adjacent schools with infinite distance
Narratives from North Korean mathematics classrooms: Jung Hang Lee (USA/Korea)
Mobile linear algebra with Sage: Sang-Gu Lee (Korea)
Discernment and reasoning in dynamic geometry environments: Allen Leung (Hong Kong)
Riding the third wave: Negotiating teacher and students' value preferences relating to effective mathematics lesson:Chap Sam Lim (Malaysia)
Learning mathematics by creative or imitative reasoning:Johan Lithner (Sweden)
Features of exemplary lessons under the curriculum reform in China: A case study on thirteen elementary mathematics lessons:Yunpeng Ma (China), Dongchen Zhao (China)
Teachers, students and resources in mathematics Laboratory:Michela Maschietto (Italy)
The common core state standards in mathematics:William McCallum (USA)
From practical geometry to the laboratory method: the search for an alternative to Euclid in the history of teaching geometry:Marta Menghini (Italy)
Research on mathematics classroom practice: An international perspective:Ida Ah Chee MOK (Hong Kong)
Information-and-technology-oriented in the 21st Century: Mathematics education from the perspective of human life in society:Eizo Nagasaki (Japan)
Exploring the nature of the transition to geometric proof through design experiments from the holistic perspective:Masakazu Okazaki (Japan)
Laying foundations for statistical inference:Maxine Pfannkuch (New Zealand), Chris J. Wild (New Zealand)
Mathematics education in Cambodia from 1980 to 2012: Challenges and perspectives 2025:Chan Roath(Cambodia)
The challenges of preparing a mathematical lecture for the public:Yvan Saint-Aubin (Canada)
Computer aided assessment of mathematics using stack: Christopher Sangwin (UK)
Numerical analysis as a topic in school mathematics:Shailesh A Shirali (India)
Visualizing mathematics at University? Examples from theory and practice of a linear algebra course:Blanca Souto-Rubio(Spain)
On the golden ratio:Michel Spira (Brazil)
The international assessment of mathematical literacy: PISA 2012 framework and items:Kaye Stacey (Australia)
Applications and modelling research in secondary classrooms: What have we learnt?Gloria Stillman (Australia)
Hidden cultural variables to promote mathematics and mathematics education
Are there royal roads?Guenter Toerner (Germany)
Mathematics competition questions: Their pedagogical values and an alternative approach of classification:Tin Lam Toh (Singapore)
What does it mean to understand some mathematics?Zalman Usiskin (USA)
Mapping mathematical leaps of insight:Caroline Yoon (New Zealand)
Conflicting perspectives of power, identity, access and language choice in multilingual teachers' voices:Lyn Webb (South Africa)
Mathematics at university: The anthropological approach:Carl Winsløw (Denmark)
Use of student mathematics questioning to promote active learning and metacognition:Khoon Yoong Wong (Singapore)
The examination system in China: The case of Zhongkao mathematics:Yingkang Wu (China).
Integration of technology into mathematics teaching: Past, present and future:Adnan Baki (Turkey)
Investigating the influence of teachers' pedagogical beliefs and reported practices on student achievement in basic mathematics: Allan B.I. Bernardo (Philippines), Auxencia A. Limjap (Philippines)
Developing free computer-based learning objects for high school mathematics: Examples, issues and directions: Humberto José Bortolossi(Brazil)
Doing research within the anthropological theory of the didactic: The case of school algebra: Marianna Bosch (Spain)
Curriculum reform and mathematics learning: Evidence from two longitudinal studies:Jinfa Cai (USA)
Mathematical problem solving beyond school: Digital tools and students' mathematical representations: Susana Carreira (Portugal)
Teaching probability in secondary school: Paulo Cezar Pinto Carvalho (Brazil)
Mathematics is alive! Project based mathematics: Kyung Yoon Chang (Korea)
Weaving exploration in the process of acquisition and development of mathematical knowledge: Marcos Cherinda (Mozambique)
An illustration of the explanatory and discovery functions of proof: Michael de Villiers (South Africa)
Constructing abstract mathematical knowledge in context: Tommy Dreyfus (Israel)
Digital technology in mathematics education: Why it works (or doesn't): Paul Drijvers (Netherlands)
Mathematical thinking styles in school and across cultures:Rita Borromeo Ferri (Germany)
Learning to see: The viewpoint of the blind:Lourdes Figueiras (Spain), Abraham Arcavi(Israel)
Issues and concerns about integrations of ICT into the teaching and learning of mathematics in Africa : Botswana case:Kgomotso Gertrude Garegae (Botswana)
Learning mathematics in secondary school: The case of mathematical modelling enabled by technology: Jonaki B Ghosh (India)
Doing mathematics in teacher preparation: Giving space and time to think, reflect, share and feel: Frédéric Gourdeau (Canada)
Resources, at the core of mathematics teachers' work:Ghislaine Gueudet (France)
Mathematics education reform movement in Indonesia:Sutarto Hadi (Indonesia)
Emotions in problem solving: Markku S. Hannula (Finland)
Freudenthal's work continues:Marja van den Heuvel-Panhuizen(Netherland)
Hands that see, hands that speak: Investigating relationships between sensory activity, forms of communicating and mathematical cognition:Lulu Healy (Brazil)
Teachers learning together: Pedagogical reasoning in mathematics teachers' collaborative conversations:Ilana Seidel Horn (USA)
Transforming education through lesson study: Thailand's decade-long journey:Maitree Inprasitha (Thailand)
Dialectic on the problem solving approach: Illustrating hermeneutics as the ground theory for lesson study in mathematics education:Masami Isoda (Japan)
History, application, and philosophy of mathematics in mathematics education: Accessing and assessing students' overview and judgment:Uffe Thomas Jankvist (Denmark)
Teaching mathematical modelling in school mathematics: Ok-Ki Kang (Korea), Jihwa Noh (Korea)
Implications from Polya and Krutetskii:Wan Kang (Korea)
Derivative or derivation?Matthias Kawski (USA)
The social dimension of argumentation and proof in mathematics classrooms: Christine Knipping (Germany)
Mathematical literacy for living in the highly constructionism: Theory of learning or theory of design?Chronis Kynigos (Greece)
Adjacent schools with infinite distance
Narratives from North Korean mathematics classrooms: Jung Hang Lee (USA/Korea)
Mobile linear algebra with Sage: Sang-Gu Lee (Korea)
Discernment and reasoning in dynamic geometry environments: Allen Leung (Hong Kong)
Riding the third wave: Negotiating teacher and students' value preferences relating to effective mathematics lesson:Chap Sam Lim (Malaysia)
Learning mathematics by creative or imitative reasoning:Johan Lithner (Sweden)
Features of exemplary lessons under the curriculum reform in China: A case study on thirteen elementary mathematics lessons:Yunpeng Ma (China), Dongchen Zhao (China)
Teachers, students and resources in mathematics Laboratory:Michela Maschietto (Italy)
The common core state standards in mathematics:William McCallum (USA)
From practical geometry to the laboratory method: the search for an alternative to Euclid in the history of teaching geometry:Marta Menghini (Italy)
Research on mathematics classroom practice: An international perspective:Ida Ah Chee MOK (Hong Kong)
Information-and-technology-oriented in the 21st Century: Mathematics education from the perspective of human life in society:Eizo Nagasaki (Japan)
Exploring the nature of the transition to geometric proof through design experiments from the holistic perspective:Masakazu Okazaki (Japan)
Laying foundations for statistical inference:Maxine Pfannkuch (New Zealand), Chris J. Wild (New Zealand)
Mathematics education in Cambodia from 1980 to 2012: Challenges and perspectives 2025:Chan Roath(Cambodia)
The challenges of preparing a mathematical lecture for the public:Yvan Saint-Aubin (Canada)
Computer aided assessment of mathematics using stack: Christopher Sangwin (UK)
Numerical analysis as a topic in school mathematics:Shailesh A Shirali (India)
Visualizing mathematics at University? Examples from theory and practice of a linear algebra course:Blanca Souto-Rubio(Spain)
On the golden ratio:Michel Spira (Brazil)
The international assessment of mathematical literacy: PISA 2012 framework and items:Kaye Stacey (Australia)
Applications and modelling research in secondary classrooms: What have we learnt?Gloria Stillman (Australia)
Hidden cultural variables to promote mathematics and mathematics education
Are there royal roads?Guenter Toerner (Germany)
Mathematics competition questions: Their pedagogical values and an alternative approach of classification:Tin Lam Toh (Singapore)
What does it mean to understand some mathematics?Zalman Usiskin (USA)
Mapping mathematical leaps of insight:Caroline Yoon (New Zealand)
Conflicting perspectives of power, identity, access and language choice in multilingual teachers' voices:Lyn Webb (South Africa)
Mathematics at university: The anthropological approach:Carl Winsløw (Denmark)
Use of student mathematics questioning to promote active learning and metacognition:Khoon Yoong Wong (Singapore)
The examination system in China: The case of Zhongkao mathematics:Yingkang Wu (China).