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ZDM : the International Journal on Mathematics Education|September 8, 2021
An attempt to evaluate STEAM project-based instruction from a school mathematics perspectiveJose-Manuel Diego-Mantecon, Theodosia Prodromou, Zsolt Lavicza, et al.ZDM : the International Journal on Mathematics Education|August 15, 2022
Learning as a critical encounter with the other: prospective teachers conversing with the history of mathematicsLuis Radford, George SantiZDM : the International Journal on Mathematics Education|December 19, 2022
Keeping pace with innovations in data visualizations: A commentary for mathematics education in times of crisisVivian Y Lim, Lee Melvin M Peralta, Laurie H Rubel, et al.ZDM : the International Journal on Mathematics Education|December 7, 2022
Relevant mathematical modelling efforts for understanding COVID-19 dynamics: an educational challengeJ F C A Meyer, M LimaZDM : the International Journal on Mathematics Education|May 9, 2022
Encouraging research on recursive thinking through the lens of a model of the spread of contagious diseasesJames Sandefur, Alfred B ManasterZDM : the International Journal on Mathematics Education|October 18, 2011
Developmental cognitive neuroscience of arithmetic: implications for learning and educationVinod MenonZDM : the International Journal on Mathematics Education|April 6, 2022
Mathematics competitions: an integral part of the educational processPetar S KenderovZDM : the International Journal on Mathematics Education|October 14, 2024
Capturing the subject-specific quality of mathematics instruction: How do expert judgments relate to students' assessments of the quality of their own learning and understanding?Christine Pauli, Frank Lipowsky, Kurt ReusserZDM : the International Journal on Mathematics Education|March 16, 2022
Mathematical modelling and discrete mathematics: opportunities for modern mathematics teachingGilbert Greefrath, Hans-Stefan Siller, Katrin Vorhölter, et al.ZDM : the International Journal on Mathematics Education|April 18, 2022
Coordinating invisible and visible sameness within equivalence transformations of numerical equalities by 10- to 12-year-olds in their movement from computational to structural approachesCarolyn Kieran, Cesar Martínez-HernándezPageof 6