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ZDM : the International Journal on Mathematics Education|June 13, 2022
Discrete mathematics as a resource for developing scientific activity in the classroomXimena Colipan, Alvaro Liendo
ZDM : the International Journal on Mathematics Education|August 3, 2022
Futures for Post-Pandemic Mathematics Teacher Education: responsiveness and responsibility in the Face of a CrisisBill Atweh, Berinderjeet Kaur, Gladys Nivera, et al.
ZDM : the International Journal on Mathematics Education|November 2, 2022
Measuring emotions in mathematics: the Achievement Emotions Questionnaire-Mathematics (AEQ-M)Maik Bieleke, Thomas Goetz, Takuya Yanagida, et al.
ZDM : the International Journal on Mathematics Education|June 7, 2021
When practice needs more research: the nature and nurture of mathematical giftednessRoza Leikin
ZDM : the International Journal on Mathematics Education|June 7, 2022
Teachers' changes when addressing the challenges in unexpected migration to online mathematics teaching during the COVID-19 pandemic: a case study in ShanghaiXingfeng Huang, Mun Yee Lai, Rongjin Huang
ZDM : the International Journal on Mathematics Education|July 26, 2022
Assessment in mathematics: a study on teachers' practices in times of pandemicAnnalisa Cusi, Florian Schacht, Gilles Aldon, et al.
ZDM : the International Journal on Mathematics Education|August 22, 2022
Using enaction to evolve from pre-Covid to post-Covid pedagogy: a case study with South African mathematics teachersRonel Callaghan, Jody Joubert, Johann Engelbrecht
ZDM : the International Journal on Mathematics Education|September 20, 2021
Are textbooks facilitators or barriers for teachers' teaching and instructional change? An investigation of secondary mathematics teachers in Shanghai, ChinaLianghuo Fan, Jing Cheng, Sicheng Xie, et al.
ZDM : the International Journal on Mathematics Education|June 26, 2023
Ways of thinking in STEM-based problem solvingLyn D English
ZDM : the International Journal on Mathematics Education|May 9, 2022
Exploring students' mathematical discussions in a multi-level hybrid learning environmentChiara Giberti, Ferdinando Arzarello, Giorgio Bolondi, et al.
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