Failure to teach/learn mathematics: a complexity-discursive perspective.
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- Educational Studies in Mathematics, 2025, v. 119, n. 3, p. 515, doi. 10.1007/s10649-025-10404-1
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- Publication type:
- Article
Works matching IS 00131954 AND DT 2025 AND VI 119 AND IP 3
Results: 7
1
2
Collective problem-solving in Japanese primary mathematics lessons.
- Published in:
- Educational Studies in Mathematics, 2025, v. 119, n. 3, p. 421, doi. 10.1007/s10649-025-10400-5
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- Publication type:
- Article
3
The development of didactic praxeologies in lesson design through social resource interactions: evidence from two novice mathematics teachers.
- Published in:
- Educational Studies in Mathematics, 2025, v. 119, n. 3, p. 487, doi. 10.1007/s10649-025-10403-2
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- Publication type:
- Article
4
Mathematics education for sustainable futures: a strengths-based survey of the field to invite further research action.
- Published in:
- Educational Studies in Mathematics, 2025, v. 119, n. 3, p. 535, doi. 10.1007/s10649-025-10389-x
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- Publication type:
- Article
5
An analysis of unexpected responses in middle school students' mathematical problem posing from the perspective of problem-posing processes.
- Published in:
- Educational Studies in Mathematics, 2025, v. 119, n. 3, p. 467, doi. 10.1007/s10649-025-10399-9
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- Publication type:
- Article
6
Book Review: M. A. (Ken) Clements, Berinderjeet Kaur, Thomas Lowrie, Vilma Mesa, and Johan Prytz (Eds.) (2024) Fourth international handbook of mathematics education.
- Published in:
- 2025
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- Publication type:
- Book Review
7
Does problem posing affect self-efficacy, task value, and performance in mathematical modelling?
- Published in:
- Educational Studies in Mathematics, 2025, v. 119, n. 3, p. 445, doi. 10.1007/s10649-025-10385-1
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- Publication type:
- Article