Published: May 1, 2021

Relationship between mathematical literacy and opportunity to learn with different types of mathematical tasks

199-222 Jihyun Hwang, Yeajin Ham
14

Indonesian mathematics teachers’ knowledge of content and students of area and perimeter of rectangle

223-238 Wahid Yunianto, Rully Charitas Indra Prahmana, Cosette Crisan
14

Secondary school mathematics teachers’ perceptions about inductive reasoning and their interpretation in teaching

239-256 Landy Sosa-Moguel, Eddie Aparicio-Landa
1

Exploring prospective elementary mathematics teachers’ knowledge: A focus on functional thinking

257-278 Hélia Oliveira, Irene Polo Blanco, Ana Henriques
3

Growth mindset, school context, and mathematics achievement in Indonesia: A multilevel model

279-294 Kismiantini, Ezra Putranda Setiawan, Adi Cilik Pierewan, Osval Antonio Montesinos-López
7

Buginese ethnomathematics: Barongko cake explorations as mathematics learning resources

295-312 Hikmawati Pathuddin, Kamariah, M. Ichsan Nawawi
7

On creativity through mathematization in solving non-routine problems

313-330 Sujinal Arifin, Zulkardi, Ratu Ilma Indra Putri, Yusuf Hartono
8

Factors influencing teachers’ intentions to use realistic mathematics education in vietnam: An extension of the theory of planned behavior

331-348 Thi-Trinh Do, Kien Cong Hoang, Tung Do, Thao Phuong Thi Trinh, Danh Nam Nguyen, Trung Tran, Trung Thien Bao Thai Le, Thanh Chi Nguyen, Tien-Trung Nguyen
1

Designing PISA-like mathematics task using a covid-19 context (PISACOMAT)

349-364 Duano Sapta Nusantara, Zulkardi, Ratu Ilma Indra Putri
10

There is, probably, no need for a design framework

365-388 Jan de Lange
3