Vol.27No.22024
High school students’ evaluation of mathematical arguments as proof: Exploring relationships between understanding, convincingness, and evaluation
Hangil Kim
27157-173, 2024
Investigating the reassessment opportunity for prospective teachers within their initial required content course
Amanda J. Meiners , Angel Luis Figueroa-rosado
27175-193, 2024
Guidance offered to teachers in curriculum materials for engaging students in proof tasks: The case of Korean grade 8 geometry
Hangil Kim
27195-210, 2024
Flourishing as an aim of mathematics education
Tye G. Campbell , Sindura Kularajan
27211-221, 2024
Effect of coding integrated mathematics program on affective mathematics engagement
Yujin Lee , Ali Bicer , Ji Hyun Park
27223-239, 2024
Understanding the developmental process of a mathematics teacher's competencies in mathematical modeling: A study conducted by Jung (2023)
Sunghwan Hwang
27241-251, 2024