Forged in failure: engagement patterns for successful students repeating calculus.
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- Educational Studies in Mathematics, 2019, v. 101, n. 1, p. 35, doi. 10.1007/s10649-019-9877-0
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Works matching IS 00131954 AND DT 2019 AND VI 101 AND IP 1
Results: 9
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When students offer explanations without the teacher explicitly asking them to.
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- Educational Studies in Mathematics, 2019, v. 101, n. 1, p. 51, doi. 10.1007/s10649-018-9873-9
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- Article
3
The Sierpinski smoothie: blending area and perimeter.
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- Educational Studies in Mathematics, 2019, v. 101, n. 1, p. 19, doi. 10.1007/s10649-019-09889-4
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- Article
4
What happens when CAS procedures are objectified?—the case of "solve" and "desolve".
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- Educational Studies in Mathematics, 2019, v. 101, n. 1, p. 67, doi. 10.1007/s10649-019-09888-5
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- Article
5
Developing a coherent approach to multiplication and measurement.
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- Educational Studies in Mathematics, 2019, v. 101, n. 1, p. 83, doi. 10.1007/s10649-019-09885-8
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- Article
6
Should we continue to teach standard written algorithms for the arithmetical operations? The example of subtraction.
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- Educational Studies in Mathematics, 2019, v. 101, n. 1, p. 105, doi. 10.1007/s10649-019-09884-9
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- Article
7
A virtual special issue to celebrate 100 volumes of Educational Studies in Mathematics: former editors' choices.
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- Educational Studies in Mathematics, 2019, v. 101, n. 1, p. 1, doi. 10.1007/s10649-019-9882-3
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- Article
8
Why to publish on mathematics education so as to be useful? Educational Studies in Mathematics and its founder Hans Freudenthal.
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- Educational Studies in Mathematics, 2019, v. 101, n. 1, p. 7, doi. 10.1007/s10649-019-9881-4
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- Article
9
Domain-specific interpretation of eye tracking data: towards a refined use of the eye-mind hypothesis for the field of geometry.
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- Educational Studies in Mathematics, 2019, v. 101, n. 1, p. 123, doi. 10.1007/s10649-019-9878-z
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- Article