Mathematics Education

All Items

• Static, dynamic and interactive elements in digital teaching materials in mathematics How do they foster interaction, exploration and persistence?

  Anneli Dyrvold, Ida Bergvall

  103–131

• Student teachers’ common content knowledge for solving routine fraction tasks

  Anne Tossavainen

  256–280

• Students’ perceptions of self-assessment and their approaches to learning in university mathematics

  Riikka Kangaslampi, Henna Asikainen, Viivi Virtanen

  1–22

• Supporting argumentation in mathematics classrooms The role of teachers’ mathematical knowledge

  John Francisco

  147–170

• A systematic review of primary school class teachers views of mathematics teaching and learning

  Eunji Kim, Eetu Mallat, Jorma Joutsenlahti

  60–87

• Technology integration in geometry teaching and learning A systematic review (2010–2022)

  Gladys Sunzuma

  1–18

• The three worlds and two sides of mathematics and a visual construction for a continuous nowhere differentiable function

  Juha Oikkonen, Jani Hannula

  7–32
• 

  Understanding “proportion” and mathematical identity A study of Japanese elementary school teachers

  Kazuyuki Kambara

  239–255

• “Learning models” Utilising young students’ algebraic thinking about equations

  Inger Eriksson, Natalia Tabachnikova

  215–238
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  ”Kiire on”. Matematiikan opetuksen täydennyskoulutuksen vaikuttavuus opettajan näkökulmasta

  Mika Koponen, Erika Löfström, Päivi Portaankorva-Koivisto

  136–160