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Enhancing mathematical games: Non-replacement mechanisms.
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- Australian Mathematics Education Journal (AMEJ), 2024, v. 6, n. 1, p. 39
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- Article
When is “Helping” not helping: The paradox of small group student support in mathematics.
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- Australian Mathematics Education Journal (AMEJ), 2024, v. 6, n. 1, p. 28
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- Article
Volume? Capacity? What’s the difference and how can we teach it better.
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- Australian Mathematics Education Journal (AMEJ), 2024, v. 6, n. 1, p. 19
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In a nutshell: Digital versus non-digital mathematical games for supporting mathematical instruction.
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- Australian Mathematics Education Journal (AMEJ), 2024, v. 6, n. 1, p. 16
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Probability and CODAP.
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- Australian Mathematics Education Journal (AMEJ), 2024, v. 6, n. 1, p. 11
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An approach to building thinking classrooms in Year 7 mathematics.
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- Australian Mathematics Education Journal (AMEJ), 2024, v. 6, n. 1, p. 4
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Productive struggle in mathematics: Utilising challenging tasks to establish richer mathematical learning experiences.
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- Australian Mathematics Education Journal (AMEJ), 2024, v. 6, n. 1, p. 10
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- Article
Integrating mathematics and digital technologies: A practical teaching approach using the 3C Model.
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- Australian Mathematics Education Journal (AMEJ), 2024, v. 6, n. 1, p. 3
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- Article
The impact of using a student-centred structured inquiry to teach challenging sequences of tasks.
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- Australian Mathematics Education Journal (AMEJ), 2024, v. 6, n. 1, p. 27
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Mathematics in the play world of kindergarten: Stories from the classroom.
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- Australian Mathematics Education Journal (AMEJ), 2024, v. 6, n. 1, p. 4
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Collaborative planning and assessment practices.
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- Australian Mathematics Education Journal (AMEJ), 2024, v. 6, n. 1, p. 36
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The role of coaching in supporting teachers to implement teaching strategies for mathematical learning.
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- Australian Mathematics Education Journal (AMEJ), 2024, v. 6, n. 1, p. 21
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Supporting EAL/D learners as they engage in challenging mathematical tasks.
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- Australian Mathematics Education Journal (AMEJ), 2024, v. 6, n. 1, p. 15
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Integrating ethics for sustainability into mathematics instruction using generative AI.
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- Australian Mathematics Education Journal (AMEJ), 2024, v. 6, n. 1, p. 17
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Equal representation.
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- Australian Mathematics Education Journal (AMEJ), 2024, v. 6, n. 1, p. 26
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An introduction to Keynesian probability.
- Published in:
- Australian Mathematics Education Journal (AMEJ), 2024, v. 6, n. 1, p. 37
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Unpacking the expertise of teaching mathematics.
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- Australian Mathematics Education Journal (AMEJ), 2024, v. 6, n. 1, p. 15
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- Article
Using Digital Game-Based Learning in Mathematics Education: A Case Study with Teacher Training Students.
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- International Journal for Technology in Mathematics Education, 2024, v. 31, n. 3, p. 153, doi. 10.1564/tme_v31.3.06
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Augmented Reality as a Tool to Support the Connection Between Reality and Mathematical Knowledge: A Case for Teaching Parallel Relations of Planes in Space.
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- International Journal for Technology in Mathematics Education, 2024, v. 31, n. 3, p. 135, doi. 10.1564/tme_v31.3.04
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Guest Editorial.
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- International Journal for Technology in Mathematics Education, 2024, v. 31, n. 3, p. 105
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Helping Students to Get Better Grades in Mathematics at the Elementary Level.
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- Pakistan Journal of Education, 2021, v. 38, n. 2, p. 77
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Can dynamical systems theory be applied to second language acquisition? The issues of reductionism and intentionality.
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- Second Language Research, 2024, v. 40, n. 4, p. 1009, doi. 10.1177/02676583241229280
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THE RING OF CONSCIOUS AWARENESS.
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- For the Learning of Mathematics, 2024, v. 44, n. 3, p. 36
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EMBODIED INSTRUMENTED COVARIATION: THE TRACER IN PRIMARY SCHOOL.
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- For the Learning of Mathematics, 2024, v. 44, n. 3, p. 29
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THREE TENETS FORCING IMPROVISATION FOR MATHEMATICAL EXPLORATION AND CO-CREATION.
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- For the Learning of Mathematics, 2024, v. 44, n. 3, p. 8
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Estrategias metodológicas para desarrollar habilidades en el cálculo con magnitudes en el tercer año de la EGB.
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- Sinergia Académica, 2024, v. 7, n. 3, p. 150, doi. 10.51736/sa.v7i3.332
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Mathematics as Brain Training.
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- TEM Journal, 2024, v. 13, n. 3, p. 2413, doi. 10.18421/TEM133-68
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Changes in Mathematics Teacher Training in Colombia.
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- TEM Journal, 2024, v. 13, n. 3, p. 2267, doi. 10.18421/TEM133-54
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Teaching Mathematics Through Project-Based Learning in K-12 Schools: A Systematic Review of Current Practices, Barriers, and Future Developments.
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- TEM Journal, 2024, v. 13, n. 3, p. 2054, doi. 10.18421/TEM133-33
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Development of Numeracy Problems Based on Education for Sustainable Development (ESD) to Measure Critical Thinking Ability.
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- TEM Journal, 2024, v. 13, n. 3, p. 1916, doi. 10.18421/TEM133-19
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NOVI MODELI PRIMIJENJENE MATEMATIKE.
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- Business Studies / Poslovne Studje, 2024, v. 16, n. 31/32, p. 55, doi. 10.7251/POS2432055L
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Editorial.
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- Cumhuriyet International Journal of Education, 2024, v. 13, n. 3, p. VIII
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A complex methodology for the development of mathematical modeling skills in engineering education.
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- International Review of Applied Sciences & Engineering, 2024, v. 15, n. 3, p. 397, doi. 10.1556/1848.2024.00803
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Incremental Growth through Professional Learning Communities of Math Teachers Engaged in Action Research Projects.
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- Education Sciences, 2024, v. 14, n. 10, p. 1104, doi. 10.3390/educsci14101104
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Examining TPACK Enactment in Elementary Mathematics with Various Learning Technologies.
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- Education Sciences, 2024, v. 14, n. 10, p. 1091, doi. 10.3390/educsci14101091
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EMC-PK2: An Experimental Observation Tool for Capturing the Instructional Coherence and Quality in Early Math Classrooms.
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- Education Sciences, 2024, v. 14, n. 10, p. 1039, doi. 10.3390/educsci14101039
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Intelligent Tutoring Systems in Mathematics Education: A Systematic Literature Review Using the Substitution, Augmentation, Modification, Redefinition Model.
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- Computers (2073-431X), 2024, v. 13, n. 10, p. 270, doi. 10.3390/computers13100270
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Scaffolding-informed design of open educational resources in Chinese secondary school mathematics: insights from multi-cycle formative evaluation.
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- Smart Learning Environments, 2024, v. 11, n. 1, p. 1, doi. 10.1186/s40561-024-00337-2
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Student Co-Creation of Resources in a Second Year Linear Algebra Course.
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- MSOR Connections, 2024, v. 23, n. 1, p. 60, doi. 10.21100/msor.v23i1.1506
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FYiMaths (First Year in Mathematics) New South Wales December 2023.
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- MSOR Connections, 2024, v. 23, n. 1, p. 38
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From the Shop Floor to the Kitchen Floor: Maternal Occupational Complexity and Children’s Reading and Math Skills.
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- Work & Occupations, 2013, v. 40, n. 1, p. 37, doi. 10.1177/0730888412465879
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La formación matemática de ingenieros desde la Matemática Educativa. Estado del arte.
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- Revista Electrónica de Investigación Educativa, 2023, v. 25, p. 1, doi. 10.24320/redie.2023.25.e21.4804
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Dimensiones tecnológicas en tareas de libros de texto de matemáticas.
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- Revista Electrónica de Investigación Educativa, 2023, v. 25, p. 1, doi. 10.24320/redie.2023.25.e19.4527
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Apoyo de pares y expectativas de resultado en STEM: desarrollo y validación de un instrumento.
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- Revista Electrónica de Investigación Educativa, 2023, v. 25, p. 1, doi. 10.24320/redie.2023.25.e06.4274
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Teaching Practice and Metacognition in High School to Promote Learning in Mathematics.
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- Revista Electrónica de Investigación Educativa, 2023, v. 25, p. 1, doi. 10.24320/redie.2023.25.e01.4227
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Actividad matemática creativa y desarrollo del talento matemático a través del modelo praxeológico.
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- Revista Electrónica de Investigación Educativa, 2022, v. 24, p. 1, doi. 10.24320/redie.2022.24.e01.4167
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El aula invertida en la mejora de la calidad del aprendizaje en un posgrado en Administración.
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- Revista Electrónica de Investigación Educativa, 2022, v. 24, p. 1, doi. 10.24320/redie.2022.24.e04.3855
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¿Más horas en la escuela incrementan el logro escolar? Evidencia para el nivel secundaria del Programa de Escuelas de Tiempo Completo en México.
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- Revista Electrónica de Investigación Educativa, 2021, v. 23, p. 1, doi. 10.24320/redie.2021.23.e24.3540
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Teaching to Self-Regulate in Mathematics: A Quasi-Experimental Study with Low-Achieving Elementary School Students.
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- Revista Electrónica de Investigación Educativa, 2021, v. 23, p. 1, doi. 10.24320/redie.2021.23.e02.2945
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Influencia del conocimiento profundo del profesor sobre fracciones en el aprendizaje de alumnos de 4o. grado.
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- Revista Electrónica de Investigación Educativa, 2020, v. 22, p. 1, doi. 10.24320/redie.2020.22.e10.2285
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- Article