CONTENT

Print ISSN 1226-6191|Online ISSN 2287-9943

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Vol.19No.12015
Reflection as Professional Knowledge for Mathematics Teachers1
Enhancing Student Beliefs about Mathematical Problem Solving: Effects of a Problem-Solving based Intervention
The Changes of Teachers` Verbal Feedback in Mathematics Classroom within Chinese Context during Ten Years
The Pseudo-Covariational Reasoning Thought Processes in Constructing Graph Function of Reversible Event Dynamics Based on Assimilation and Accommodation Frameworks
Students` Self-Regulated Learning Strategies in Traditional and Non-Traditional Classroom: A Comparative Study