LUMAT: International Journal on Math, Science and Technology Education

Please note that LUMAT Editorial Office is on summer vacation from July 1, 2020 to August 9, 2020. During that time, submissions may be send, reviews uploaded and questions ask, but all submissions and inquiries will be processed and answered on Monday, August 10, 2020.

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Announcements

Postdoctoral fellowship – School of Education – University of São Paulo

2020-03-25

A postdoctoral position is opened at the Faculty of Education of the University of São Paulo to take part in a wider research project aimed at understanding what young people think about biological diversity and evolution in different regions of Brazil.

LUMAT is now in the Editori service

2020-03-20

Current Issue

Vol 8 No 1 (2020): General Issue

Editor-in-Chief: Prof. Maija Aksela
Managing Editor: Dr. Johannes Pernaa

Published: 2020-03-30

General Issue: Research Articles

In-service Zimbabwean teachers’ views on the utility value of diagrams in the teaching and learning of geometry

Gladys Sunzuma, Cecilia Chando, Isaac Gwizangwe, Nicholas Zezekwa, Gracious Zinyeka

1–18
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Understanding of learning styles and teaching strategies towards improving the teaching and learning of mathematics

Jose M. Cardino Jr., Ruth A. Ortega-Dela Cruz

19–43
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Educators’ perceptions of mathematically gifted students and a socially supportive learning environment – A case study of a Finnish upper secondary school

Eeva Haataja, Anu Laine, Markku Hannula

44–66
- PDF
Planning in mathematics teaching – a varied, emotional process influenced by others

Helena Grundén

67–88
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The three-factor model: A study of common features in students' attitudes towards studying and learning science and mathematics in the three countries of the North Calotte region

Päivi Tomperi, Inna Ryzhkova, Yulia Shestova, Oleg Lyash, Irina Lazareva, Asya Lyash, Mona Kvivesen, Saeed Manshadi, Stig Uteng

89–106
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Learning mathematics by project work in secondary school

Elina Viro, Jorma Joutsenlahti

107–132
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Scrutinizing two Finnish teachers’ instructional rationales and perceived tensions in enacting student participation in mathematical discourse

Jennifer Luoto

133–161
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The Finnish matriculation examination in biology from 1921 to 1969 – trends in knowledge content and educational form

Jakke Neiro, Niko Johansson

162–199
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