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Research in Mathematics Education Volume 20, 2018 - Issue 3
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Analysing the nature of potentially constructed mathematics classrooms in Finnish teacher guides – the case of Finland

Tuula KoljonenDepartment of School of Education, Culture and Communication, Malardalen University, Västerås, SwedenCorrespondence[email protected]
,
Andreas RyveDepartment of School of Education, Culture and Communication, Malardalen University, Västerås, Sweden;Faculty of Education, Østfold University College, Halden, Norway
&
Kirsti HemmiMathematics and science education, Åbo Akademi University, Vasa, Finland
Pages 295-311 | Received 28 Apr 2016, Accepted 24 Oct 2018, Published online: 13 Dec 2018

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Herine Otieno & Hilary Povey. (2023) Mathematics textbooks and self-regulated learning: responses from students in three Kenyan secondary schools. Research in Mathematics Education 25:3, pages 342-358.
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Ljerka Jukić Matić & Dubravka Glasnović Gracin. (2021) How do teacher guides give support to mathematics teachers? Analysis of a teacher guide and exploration of its use in teachers' practices. Research in Mathematics Education 23:1, pages 1-20.
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Articles from other publishers (2)

Weiying Li, Jianqin Zhang & Zilin Sang. (2022) “I just want them to learn.” The intended role of Teacher’s Book shaped by its writer’s understanding of the local EFL teachers. Frontiers in Psychology 13.
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Karel Vojíř & Martin Rusek. (2021) PREFERRED CHEMISTRY CURRICULUM PERSPECTIVE: TEACHERS’ PERCEPTION OF LOWER-SECONDARY SCHOOL TEXTBOOKS. Journal of Baltic Science Education 20:2, pages 316-331.
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