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Kirsti Hemmi, Kajsa Bråting & Madis Lepik. (2021) Curricular approaches to algebra in Estonia, Finland and Sweden – a comparative study. Mathematical Thinking and Learning 23:1, pages 49-71.
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P. Christou & Stella Vosniadou. (2012) What Kinds of Numbers Do Students Assign to Literal Symbols? Aspects of the Transition from Arithmetic to Algebra. Mathematical Thinking and Learning 14:1, pages 1-27.
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MarthaW. Alibali, EricJ. Knuth, Shanta Hattikudur, NicoleM. McNeil & AnaC. Stephens. (2007) A Longitudinal Examination of Middle School Students' Understanding of the Equal Sign and Equivalent Equations. Mathematical Thinking and Learning 9:3, pages 221-247.
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Articles from other publishers (7)
Constantinos Xenofontos & Paul Andrews. (2023) The experiential construction of mathematics teacher identity and the impact of early mathematical failure. Frontiers in Education 8.
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Dor Abrahamson, Betina Zolkower & Elisa Stone. 2020. International Reflections on the Netherlands Didactics of Mathematics. International Reflections on the Netherlands Didactics of Mathematics
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Yaşar AKKAN, Mesut ÖZTÜRK, Pınar AKKAN & Betül KÜÇÜK DEMİR. (2019) Ortaokul Matematik Öğretmenlerinin Aritmetik ve Cebir Problemleri Hakkındaki İnanışları. Erzincan Üniversitesi Eğitim Fakültesi Dergisi 21:1, pages 156-176.
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Charles Hohensee. (2015) Preparing elementary prospective teachers to teach early algebra. Journal of Mathematics Teacher Education 20:3, pages 231-257.
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Karina J Wilkie. (2015) Learning to teach upper primary school algebra: changes to teachers’ mathematical knowledge for teaching functional thinking. Mathematics Education Research Journal 28:2, pages 245-275.
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Karina J. Wilkie. (2013) Upper primary school teachers’ mathematical knowledge for teaching functional thinking in algebra. Journal of Mathematics Teacher Education 17:5, pages 397-428.
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Jeremy Roschelle, Nicole Shechtman, Deborah Tatar, Stephen Hegedus, Bill Hopkins, Susan Empson, Jennifer Knudsen & Lawrence P. Gallagher. (2010) Integration of Technology, Curriculum, and Professional Development for Advancing Middle School Mathematics. American Educational Research Journal 47:4, pages 833-878.
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