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AccesoVista previaFecha de publicaciónTítuloAutor/es
Acceso abiertoproceedings-pme45-vol4-230.pdf.jpg2022Error-based teaching to improve primary school students’ understanding of decimal numbersMínguez-Pardo, Rocío; González-Calero, José Antonio; Olmo-Muñoz, Javier del; Arnau, David
Acceso abiertoproceedings-pme45-vol4-058.pdf.jpg2022Support mathematics teachers’ technology training in Portuguese-speaking African countries (PALOP)Dos Santos, José Manuel; Silveira, Astrigilda; Lavicza, Zsolt
Acceso abiertoproceedings-pme45-vol4-265.pdf.jpg2022The teaching practice of Building on MOSTsVan Zoest, Laura R.; Leatham, Keith R.; Stockero, Shari L.; Peterson, Blake E.
Acceso abiertoproceedings-pme45-vol4-266.pdf.jpg2022Algebraic rate word problems: high school students performances when integrate the spreadsheetVargas, Verónica; Valenzuela, Carlos; Aguiar, Martha Elena
Acceso abiertoproceedings-pme45-vol4-055.pdf.jpg2022Talking about mathematics: how teachers create and shape dialogic spaces in their classroomsDalby, Diane; Joubert, Marie; Wake, Geoff
Acceso abiertoproceedings-pme-45-vol3-04.pdf.jpg2022Definitional ambiguity: a case of continuous functionKercher, Andrew; Bergman, Anna Marie; Zazkis, Rina
Acceso abiertoproceedings-pme-45-vol3-18.pdf.jpg2022The potential of tasks for mathematical learning and its use in instruction – Perspectives of experts from Germany and TaiwanLindmeier, Anke; Wang, Ting-Ying; Hsieh, Feng-Jui; Dreher, Anika
Acceso abiertoproceedings-pme-45-vol2-24.pdf.jpg2022Digital resource design as a problem solving activity: the key-role of monitoring processesCusi, Annalisa; Gagliani Caputo, Sara; Telloni, Agnese I.
Acceso abiertoproceedings-pme-45-vol3-05.pdf.jpg2022What is convincing? – Primary student teachers understanding of mathematical argumentsKlöpping, Peter M.
Acceso abiertoproceedings-pme45-vol4-064.pdf.jpg2022Pre-service teacher’s conceptions about the use of the history of mathematics as a didactic resourceFuertes-Prieto, Miguel Ángel; Santágueda-Villanueva, María; Lorenzo-Valentín, Gil

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