Citations (46)
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Philip Hider, Carolynn Rankin, Simon Wakeling, Jane Garner & Hamid R. Jamali. (2023) Occupations and Preoccupations of the Australian Library Profession: An Analysis of Job Advertisements and Professional Literature. Journal of the Australian Library and Information Association 72:3, pages 225-250.
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Mekonnen Yimam & Asrat Dagnew Kelkay. (2022) Evaluation of the effects of discourse-based mathematics instruction on eleventh grade students’ conceptual and procedural understanding of probability and statistics. Cogent Education 9:1.
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Maria Cortas Nordlander. (2022) Lifting the understanding of trigonometric limits from procedural towards conceptual. International Journal of Mathematical Education in Science and Technology 53:11, pages 2973-2986.
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J. Hechter, G. Stols & C. Combrinck. (2022) The Reciprocal Relationship Between Conceptual and Procedural Knowledge—A Case Study of Two Calculus Problems. African Journal of Research in Mathematics, Science and Technology Education 26:2, pages 111-124.
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Joke H. van Velzen. (2021) Students’ Mathematical Learning Behaviour in Teaching-for-Understanding Classes: Senior High School and First-Year University Students’ Views. The Educational Forum 85:2, pages 161-174.
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Filippos Giannakas, Andreas Papasalouros, Georgios Kambourakis & Stefanos Gritzalis. (2019) A comprehensive cybersecurity learning platform for elementary education. Information Security Journal: A Global Perspective 28:3, pages 81-106.
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Andrew Munns. (2017) A study of competence in mathematics and mechanics in an engineering curriculum. European Journal of Engineering Education 42:6, pages 1062-1075.
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Charmaine Price & Pieter van Jaarsveld. (2017) Using Open-response Tasks to Reveal the Conceptual Understanding of Learners—Learners Teaching the Teacher what they Know about Trigonometry. African Journal of Research in Mathematics, Science and Technology Education 21:2, pages 159-175.
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Janice M. Y. Cheong, Zachary M. Walker & Kara Rosenblatt. (2017) Numeracy Abilities of Children in Grades 4 to 6 with Mild Intellectual Disability in Singapore. International Journal of Disability, Development and Education 64:2, pages 150-168.
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S. B. Adeyemi & E. N. Cishe. (2017) Procedural Knowledge and Students’ Academic Achievement in Map Work. International Journal of Educational Sciences 16:1-3, pages 52-59.
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Sunday B. Adeyemi & Elphina N. Cishe. (2017) Declarative Knowledge and Students’ Academic Achievement in Map Reading. International Journal of Educational Sciences 16:1-3, pages 43-51.
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Wes Maciejewski & Jon R. Star. (2016) Developing flexible procedural knowledge in undergraduate calculus. Research in Mathematics Education 18:3, pages 299-316.
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Bing Hiong Ngu & Huy Phuong Phan. (2016) Comparing balance and inverse methods on learning conceptual and procedural knowledge in equation solving: a cognitive load perspective. Pedagogies: An International Journal 11:1, pages 63-83.
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Anne Watson & Helen Chick. (2013) Introduction to the Special Issue on Personal Mathematical Knowledge in the Work of Teaching/Introduction au numéro spécial sur les connaissances mathématiques personnelles dans le travail des enseignants. Canadian Journal of Science, Mathematics and Technology Education 13:2, pages 111-120.
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John Mason & Brent Davis. (2013) The Importance of Teachers’ Mathematical Awareness for In-the-Moment Pedagogy. Canadian Journal of Science, Mathematics and Technology Education 13:2, pages 182-197.
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Tim Rowland & Rina Zazkis. (2013) Contingency in the Mathematics Classroom: Opportunities Taken and Opportunities Missed. Canadian Journal of Science, Mathematics and Technology Education 13:2, pages 137-153.
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Articles from other publishers (30)
Murat GENÇ. (2023) Identifying Mathematical Connections in Model-Eliciting Activities: A Case Study with Pre-service Mathematics Teachers as DesignersModel Oluşturma Etkinliklerinde Matematiksel İlişkilendirmelerin Belirlenmesi: Tasarımcı Olarak Matematik Öğretmen Adaylarıyla Bir Durum Çalışması. Anadolu Üniversitesi Eğitim Fakültesi Dergisi 7:4, pages 1093-1118.
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Ioannis Rizos & Nikolaos Gkrekas. (2023) Is there room for conjectures in mathematics? The role of dynamic geometry environments. European Journal of Science and Mathematics Education 11:4, pages 589-598.
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Fikret CİHAN & Hatice AKKOÇ. (2023) A Comparison of High School Mathematics Curriculum Documents: 2005-2011-2013-2018Ortaöğretim Matematik Dersi Öğretim Programlarının Karşılaştırılması: 2005-2011-2013-2018. Bayburt Eğitim Fakültesi Dergisi 18:38, pages 298-331.
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Jian-Wen Fang, Dan Shao, Gwo-Jen Hwang & Shao-Chen Chang. (2022) From Critique to Computational Thinking: A Peer-Assessment-Supported Problem Identification, Flow Definition, Coding, and Testing Approach for Computer Programming Instruction. Journal of Educational Computing Research 60:5, pages 1301-1324.
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Manolis Mavrikis, Nikol Rummel, Michael Wiedmann, Katharina Loibl & Wayne Holmes. (2022) Combining exploratory learning with structured practice educational technologies to foster both conceptual and procedural fractions knowledge. Educational technology research and development 70:3, pages 691-712.
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Yoserizal, Mita Rosaliza & Rina Susanti. (2022) The Influence of Social Status, System Pressure, Limited Facilities, and the Work Environment on Aspirations to Improve Teacher Professionalism in Rokan Hilir Regency. International Journal of Social Ecology and Sustainable Development 13:1, pages 1-19.
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Mehtap TAŞTEPE & Doç. Dr. Bahadır YANIK. (2021) Dokuzuncu Sınıf Öğrencilerinin Cebirsel Kesirleri İçeren Denklemler Bağlamında İşlem Esnekliklerinin Gelişiminin İncelenmesiInvestigation of 9th Grade Students' Development of Operational Flexibility in The Context of Equations Containing Algebraic Fractions. International Journal of Educational Studies in Mathematics 8:4, pages 252-271.
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Ebru ERSARI. (2021) Investigation of a Middle School Preservice Teacher’s Knowledge of Content and StudentsInvestigation of a Middle School Preservice Teacher’s Knowledge of Content and Students. International Journal of Assessment Tools in Education 8:4, pages 818-841.
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Siew H. Chan, Qian Song, Pailin Trongmateerut & Laurie H. Rivera. (2021) Will game-based learning enhance performance?. International Journal of Accounting & Information Management 29:4, pages 651-668.
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Leah Daniel. (2020) Competing influences that impact preservice teachers. Mathematics Education Research Journal 33:2, pages 383-408.
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Daniel Sommerhoff, Ingo Kollar & Stefan Ufer. (2021) Supporting Mathematical Argumentation and Proof Skills: Comparing the Effectiveness of a Sequential and a Concurrent Instructional Approach to Support Resource-Based Cognitive Skills. Frontiers in Psychology 11.
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Mekonnen Legesse, Kakoma Luneta & Tadele Ejigu. (2020) Analyzing the effects of mathematical discourse-based instruction on eleventh-grade students’ procedural and conceptual understanding of probability and statistics. Studies in Educational Evaluation 67, pages 100918.
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Per Nilsson. (2020) A Framework for Investigating Qualities of Procedural and Conceptual Knowledge in Mathematics—An Inferentialist Perspective. Journal for Research in Mathematics Education 51:5, pages 574-599.
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Sirak Tsegaye Yimer. (2020) Stimulating Content Knowledge Learning of Intermediate Calculus through Active Technology-Based Learning Strategy. Eurasia Journal of Mathematics, Science and Technology Education 16:12, pages em1903.
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Delinda van Garderen, John K. Lannin & Jessica Kamuru. (2020) Intertwining special education and mathematics education perspectives to design an intervention to improve student understanding of symbolic numerical magnitude. The Journal of Mathematical Behavior 59, pages 100782.
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Jérôme Proulx. (2019) Mental mathematics under the lens: Strategies, oral mathematics, enactments of meanings. The Journal of Mathematical Behavior 56, pages 100725.
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Shailaja Bairy. (2019) Multilingual Approach to Mathematics Education. Issues and Ideas in Education 7:2, pages 71-86.
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Neelakantam Venkatarayalu. (2018) Interactive Visualization-Based E-learning Aids for Vector Calculus. Interactive Visualization-Based E-learning Aids for Vector Calculus.
Jörg Großschedl, Fabian Seredszus & Ute Harms. (2018) Angehende Biologielehrkräfte: evolutionsbezogenes Wissen und Akzeptanz der EvolutionstheoriePre-service Biology Teachers: Knowledge and Acceptance of Evolutionary Theory. Zeitschrift für Didaktik der Naturwissenschaften 24:1, pages 51-70.
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Rina Zazkis & Ami Mamolo. (2016) From disturbance to task design, or a story of a rectangular lake. Journal of Mathematics Teacher Education 21:5, pages 501-516.
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Tabitha G. Mukeredzi, Carol Bertram & Iben Christiansen. (2018) Investigating teacher learning from a university programme for Foundation Phase teachers. South African Journal of Childhood Education 8:1.
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Jason Bentley & Gabriel J. Stylianides. (2017) Drawing inferences from learners’ examples and questions to inform task design and develop learners' spatial knowledge. The Journal of Mathematical Behavior 47, pages 35-53.
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Gamze KURT BİREL. (2017) The Investigation of Pre-service Elementary Mathematics Teachers’ Subject Matter Knowledge About Probability. Mersin Üniversitesi Eğitim Fakültesi Dergisi, pages 348-348.
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Chronoula Voutsina. (2016) Oral counting sequences: a theoretical discussion and analysis through the lens of representational redescription. Educational Studies in Mathematics 93:2, pages 175-193.
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Bethany Rittle-Johnson, Michael Schneider & Jon R. Star. (2015) Not a One-Way Street: Bidirectional Relations Between Procedural and Conceptual Knowledge of Mathematics. Educational Psychology Review 27:4, pages 587-597.
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Jeanette Andrade, Wen-Hao David Huang & Dawn M. Bohn. (2015) The Impact of Instructional Design on College Students’ Cognitive Load and Learning Outcomes in a Large Food Science and Human Nutrition Course. Journal of Food Science Education 14:4, pages 127-135.
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Maria Grazia Violante & Enrico Vezzetti. (2015) Design of web-based interactive 3D concept maps: A preliminary study for an engineering drawing course. Computer Applications in Engineering Education 23:3, pages 403-411.
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Yu Qi Qiao, Jun Shen, Xiao Liang, Song Ding, Fang Yuan Chen, Li Shao, Qing Zheng & Zhi Hua Ran. (2014) Using cognitive theory to facilitate medical education. BMC Medical Education 14:1.
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