Published: June 1, 2022

Prospective teachers’ design of numeracy tasks using a physical distancing context

191-210 Ahmad Wachidul Kohar, Endah Budi Rahaju, Abdur Rohim
1814

Evaluation of procedural and conceptual knowledge of mathematical functions: A case study from Morocco

211-238 Safâ Qetrani, Naceur Achtaich
1059

Future early childhood teachers designing problem-solving activities

239-256 Gemma Sala-Sebastià, Adriana Breda, Danyal Farsani
1120

Problem-based task in teacher training program: Mathematics teachers’ beliefs and practices

257-274 Sri Suryanti, Toto Nusantara, I Nengah Parta, Santi Irawati
578

Curiosity: A game-based early mathematics case

275-288 Chika Rahayu, Ratu Ilma Indra Putri, Zulkardi, Yusuf Hartono
567

Grade 8 students appropriating Sankey diagrams: The first cycle in an educational design research

289-306 Pauline Vos, Peter Frejd
726

A subtraction game to scaffold primary students’ word problem solving skills

307-322 Evrim Erbilgin, Gregory Michael Adam Macur
1035

The role of problem context familiarity in modelling first-order ordinary differential equations

323-336 Pilar Johnson, Felipe Almuna, Marta Silva
371

Worked-examples instruction versus Van Hiele teaching phases: A demonstration of students’ procedural and conceptual understanding

337-356 Saidat Morenike Adeniji, Penelope Baker
671

Timeline tool for analyzing the relationship between students-teachers-artifacts interactions and meaning-making

357-382 Sara Bagossi, Osama Swidan, Ferdinando Arzarello
316