for the learning of mathematics


Shmuel Avital ,  Edward J. Barbeau - Vol. 11 Num. 3 (1991)
 Intuitively misconceived solutions to problems
                         

2-8
Gustavo Barallobres - Vol. 27 Num. 1 (2007)
 Introduction à l'algèbre par la généralisation : problèmes didactiques soulevés
ABSTRACT                

39-44
Irene Biza ,  Elena Nardi ,  Theodossios Zachariades - Vol. 29 Num. 3 (2009)
 Teacher beliefs and the didactic contract on visualization
ABSTRACT                

31-36
Konstantinos Tatsis ,  Rijkje Dekker - Vol. 30 Num. 2 (2010)
 Combining approaches for the analysis of collaborative mathematics learning
ABSTRACT                

18-21
Robert Ward-Penny - Vol. 31 Num. 2 (2011)
 Exit interviews: undergraduates who leave mathematics behind
ABSTRACT                

21-26
Evelyn Gordon - Vol. 35 Num. 2 (2015)
 How students’ record keeping during problem solving can support cognition and communication
                         

22-25
Houman Harouni - Vol. 35 Num. 2 (2015)
 Reframing the discussion on word problems: a political economy
ABSTRACT                

28-33
Paola Valero ,  Gelsa Knijnik - Vol. 35 Num. 2 (2015)
 Governing the modern, neoliberal child through ICT research in mathematics education
ABSTRACT                

34-39
Rob Ely - Vol. 35 Num. 3 (2015)
 Generic example proving criteria for all
ABSTRACT                

8-13
Robert Schoen - Vol. 38 Num. 2 (2018)
 Contextual meanings of the equals sign as conceptual blends
ABSTRACT                

34-39
Stacy Brown - Vol. 39 Num. 1 (2019)
 Leveraging the perceptual ambiguity of proof scripts to witness students’ identities
ABSTRACT                

7-12
Rob Ely - Vol. 39 Num. 1 (2019)
 The torpedo’s shock
                         

30-32


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