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Vol. 19 No. 2 (2017)
Vol. 19 No. 2 (2017)
Published:
2017-11-14
Editorial
Scales, rubrics and frameworks: how we describe the complexity of mathematics teacher education
Fiona Ell, Jodie Hunter, Robin Averill
PDF
Articles
A Case Study of Teachers’ Development of Well-Structured Mathematical Modelling Activities
Micah Stohlmann, Cathrine Maiorca, Charlie Allen
PDF
K-8 Pre-service Teachers’ Algebraic Thinking: Exploring the Habit of Mind Building Rules to Represent Functions
Marta T. Magiera, Leigh A van den Kieboom, John C Moyer
PDF
Preservice and novice teachers’ knowledge on preformal proofs: Triangle postulate as an example
Kui Chui Issic Leung, Chun Yeung Lee
PDF
Exploring how understandings from abstract algebra can influence the teaching of structure in early algebra
Nicholas Wasserman
PDF
Learning mathematics for teaching mathematics: non-specialist teachers’ mathematics teacher identity
Cosette Crisan, Melissa Rodd
PDF
Fear, Loathing and Ambivalence toward Learning and Teaching Mathematics: Preservice Teachers’ Perspectives
Diane Itter, Noel Meyers
PDF
Prospective elementary teachers’ beliefs about collaborative problem solving and dialogue in mathematics
Constantinos Xenofontos, Artemis Kyriakou
PDF
Orchestrating productive whole class discussions: The role of designed student responses
Sheila Evans, Clare Dawson
PDF
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