CONTENT

Print ISSN 1226-6191|Online ISSN 2287-9943

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Vol.27No.22024
High school students’ evaluation of mathematical arguments as proof: Exploring relationships between understanding, convincingness, and evaluation
Investigating the reassessment opportunity for prospective teachers within their initial required content course
Guidance offered to teachers in curriculum materials for engaging students in proof tasks: The case of Korean grade 8 geometry
Flourishing as an aim of mathematics education
Effect of coding integrated mathematics program on affective mathematics engagement
Understanding the developmental process of a mathematics teacher's competencies in mathematical modeling: A study conducted by Jung (2023)