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Educational Studies in Mathematics Volume 13, Number 4, November, 1982 Celia Hoyles The pupil's view of mathematics learning 349--372 P. Nesher and J. G. Greeno and M. S. Riley The development of semantic categories for addition and subtraction . . . . . . Interest is a key motivational variable in higher mathematics education, yet there is a lack of theory-based interventions that are designed to increase interest.
Educational Studies in Mathematics, 2002, 51, 1&2, 3-21 Invited Paper. Abstract. What competencies are brought to bear when students work on mathematics problems? And to what extent may these be represented by knowledge? These are questions that I consider in this
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When research is accepted for publication, authors can choose to publish using either the traditional publishing route OR via immediate gold Open Access. Educational Studies in Mathematics is actively committed to … Educational Studies in Mathematics publishes open access articles.
The Teaching and Learning of Mathematics Research Group
In 2016 I received a four-year Approaches to Qualitative Research in Mathematics Education: Examples of Methodology and Methods: Bikner Ahsbahs Ange: Amazon.se: Books.
In particular, it tries to show that while the problems addressed existed within the world-wide arena of mathematics education and were not unique to the Dutch
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Educational Studies in Mathematics, v22 n1 p1-36 Feb 1991 This paper presents a theoretical framework for investigating the role of algorithms in mathematical thinking using a combined ontological-psychological outlook. Active Learning in a Constructivist Framework Glenda Anthony Educational Studies in Mathematics, Vol. 31, No. 4.
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Overview · Research Outputs · Research Outputs · Troubling "understanding mathematics in-depth": Its
Journal for research in mathematics education 27 (2), 133-150, 1996. 457, 1996. Cultural S Lerman. Educational studies in mathematics 46 (1), 87-113, 2001.
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International Journal of Educational Studies in Mathematics-ijesim
And to what extent may these be represented by knowledge? These are questions that I consider in this Educational Studies in Mathematics, v56 n2-3 p343-357 Jul 2004 The crisis in UK mathematics education, both in schools and universities, has been widely reported in the national media. A recent study shows that 26% of full-time mathematics teachers in UK schools have no qualification in the subject, and that 31% of all UK schools' mathematics teachers are now over the age of 50.