Vol.27No.12024
How do one expert mathematics teacher in China implement deep teaching in problem-solving and problem-posing classroom: A case study
Yanhui Xu
271-24, 2024
U.S. and Korean teacher candidates' approaches to mathematical modeling on a social justice issue
Eunhye Flavin , Sunghwan Hwang
2725-47, 2024
A comparative study of the revised 2022 Korea mathematics curriculum and the international baccalaureate diploma program mathematics: Applications and interpretation standard level - focusing on high school statistics area
Soo Bin Lee , Ah Ra Cho , Oh Nam Kwon
2749-73, 2024
Investigating the substance and acceptability of empirical arguments: The case of maximum-minimum theorem and intermediate value theorem in Korean textbooks
Hangil Kim
2775-92, 2024
Comparison perceptions of secondary mathematics teachers between Korea and Indonesia in covid-19 era
Taekwon Son , Kwangho Lee , Ari Widodo
2793-109, 2024
Fostering growth: The impact of STEM PBL on students' self-regulation and motivation
Hyunkyung Kwon , Robert M. Capraro , Yujin Lee , Ashley Williams
27111-127, 2024
Learning motivation of groups classified based on the longitudinal change trajectory of mathematics academic achievement: For South Korean students
Yongseok Kim
27129-150, 2024
Mathematics classrooms that students love, grade 1: Numbers and operations by Jinho Kim (2023)
Sheunghyun Yeo
27151-156, 2024