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International Journal of Mathematical Education in Science and Technology Volume 48, 2017 - Issue 7
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Original Articles

Understanding and supporting teacher horizon knowledge around limits: a framework for evaluating textbooks for teachers

Ann KajanderFaculty of Education, Lakehead University, Thunder Bay, ON, CanadaCorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0003-3188-3590
ORCID Icon &
Miroslav LovricDepartment of Mathematics and Statistics, McMaster University, Hamilton, ON, CanadaORCID Iconhttp://orcid.org/0000-0001-6396-5596
ORCID Icon
Pages 1023-1042 | Received 26 Sep 2016, Published online: 21 Mar 2017

Citations (5)

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Read on this site (3)

Victor Oxman & Moshe Stupel. (2022) The problem and geometric application of infinite sequences formed from three given numbers by calculating their pairwise means. International Journal of Mathematical Education in Science and Technology 0:0, pages 1-9.
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Andrijana Burazin, Ann Kajander & Miroslav Lovric. (2021) Reasoning about geometric limits. International Journal of Mathematical Education in Science and Technology 52:9, pages 1345-1360.
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Judy Sayers, Jöran Petersson, Eva Rosenqvist & Paul Andrews. (2021) Opportunities to learn foundational number sense in three Swedish year one textbooks: implications for the importation of overseas-authored materials. International Journal of Mathematical Education in Science and Technology 52:4, pages 506-526.
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Articles from other publishers (2)

Ruya Savuran & Mine Isiksal-Bostan. (2022) Revealing Implicit Knowledge of Pre-Service Mathematics Teachers in Lesson Planning: Knowledge of Infinity. European Journal of Science and Mathematics Education 10:3, pages 269-283.
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Ann Kajander & Miroslav Lovric. (2018) “It Does Not Exist”: Infinity and Division by Zero in the Ontario Mathematics Curriculum. Canadian Journal of Science, Mathematics and Technology Education 18:2, pages 154-163.
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