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Research in Mathematics Education Volume 22, 2020 - Issue 1
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Articles

Contextual problems as conceptual anchors: an illustrative case

Luke T. ReinkeDepartment of Reading and Elementary Education, Cato College of Education, University of North Carolina at Charlotte, Charlotte, NC, USACorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0003-0747-0040
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Pages 3-21 | Received 07 Aug 2018, Accepted 07 May 2019, Published online: 04 Jun 2019

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Heather Lynn Johnson, Ron Tzur, Amber Gardner, Nicola M. Hodkowski, Allyson Lewis & Evan McClintock. (2022) A new angle: a teacher’s transformation of mathematics teaching practice and engagement in quantitative reasoning. Research in Mathematics Education 24:1, pages 88-108.
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Articles from other publishers (6)

Uchenna Asogwa, T. Ryan Duckett, Amanda P. Malefyt, Lindsey Stevens, Gale Mentzer & Matthew W. Liberatore. (2023) Video-Inspired, Student-Written Problems vs Textbook Problems: Comparing Difficulty and Problem-Solving Skills between Two Cohorts in Chemical Engineering. Journal of Chemical Education 100:6, pages 2190-2196.
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Luke T. Reinke, Michelle Stephan, Rukiye Ayan-Civak & Amanda R. Casto. (2022) Teachers’ press for contextualization to ground students’ mathematical understanding of ratio. Journal of Mathematics Teacher Education 26:3, pages 335-361.
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Hanan Shaher Almarashdi & Adeeb M. Jarrah. (2023) Assessing Tenth-Grade Students’ Mathematical Literacy Skills in Solving PISA Problems. Social Sciences 12:1, pages 33.
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Hanan Shaher Almarashdi & Adeeb M. Jarrah. (2022) The Impact of a Proposed Mathematics Enrichment Program on UAE Students’ Mathematical Literacy Based on the PISA Framework. Sustainability 14:18, pages 11259.
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Luke T. Reinke & Amanda R. Casto. (2020) Motivators or conceptual foundation? Investigating the development of teachers’ conceptions of contextual problems. Mathematics Education Research Journal 34:1, pages 113-137.
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Laurie H. Rubel & Andrea V. McCloskey. (2021) Contextualization of mathematics: which and whose world?. Educational Studies in Mathematics 107:2, pages 383-404.
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