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Educational Studies in Mathematics

Référence :  Vol. 79, n°2, février 2012

 

• ‘Warrant’ revisited: Integrating mathematics teachers’ pedagogical and epistemological considerations into Toulmin’s model for argumentation, Elena Nardi, Irene Biza and Theodossios Zachariades
• The nature of student predictions and learning opportunities in middle school algebra, Lisa Anne Kasmer and Ok-Kyeong Kim
• Procedural and conceptual changes in young children’s problem solving, Chronoula Voutsina
• Teaching methods for modelling problems and students’ task-specific enjoyment, value, interest and self-efficacy expectations, Stanislaw Schukajlow, Dominik Leiss, Reinhard Pekrun, Werner Blum and Marcel Müller, et al.
• How do elementary textbooks address fractions? A review of mathematics textbooks in the USA, Japan, and Kuwait, Amal Hussain Alajmi
• Teasing out repetition from rote: an essay on two versions of will, Yuichi Handa
• Pedagogical content beliefs: global, content domain-related and situation-specific components, Sebastian Kuntze
• Mathematics-for-teaching: what can be learned from the ethnopoetics of teachers’ stories?, Joy A. Oslund
• Problem solving strategies of girls and boys in single-sex mathematics classrooms, Megan Che, Elaine Wiegert and Karen Threlkeld

Informations complémentaires :
  http://www.springerlink.com/.../

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