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  1. 61
    EXAMINING OF MODEL ELICITING ACTIVITIES DEVELOPED BY MATHEMATICS STUDENT TEACHERS
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  2. 62
    GEOGEBRA APPLETS DESIGN AND DEVELOPMENT FOR JUNIOR HIGH SCHOOL STUDENTS TO LEARN QUADRILATERAL MATHEMATICS CONCEPTS
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  3. 63
    SOFT TENNIS AND VOLLEYBALL CONTEXTS IN ASIAN GAMES FOR PISA-LIKE MATHEMATICS PROBLEMS
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  4. 64
    SENIOR HIGH SCHOOL MATHEMATICS LEARNING THROUGH MATHEMATICS MODELING APPROACH
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  5. 65
    Improving of Junior High School Visual Thinking Representation Ability in Mathematical Problem Solving by CTL
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  6. 66
    A LEARNING TRAJECTORY FOR PROBABILITY: A CASE OF GAME-BASED LEARNING
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  7. 67
    INVESTIGATING THE ACT OF DESIGN IN DISCHARGE CONCEPT USING PMRI
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  8. 68
    DESIGN RESEARCH ON RATIO AND PROPORTION LEARNING BY USING RATIO TABLE AND GRAPH WITH OKU TIMUR CONTEXT AT 7th GRADE
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  9. 69
    STUDENTS' COGNITIVE PROCESSES IN SOLVING PROBLEM RELATED TO THE CONCEPT OF AREA CONSERVATION
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  10. 70
    PISA-LIKE MATHEMATICS PROBLEMS: USING TAEKWONDO CONTEXT OF ASIAN GAMES
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  11. 71
    SET A STRUCTURE OF OBJECTS WITH A HELP OF GROUPING TO TEN STRATEGY TO UNDERSTAND THE IDEA OF UNITIZING
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  12. 72
    MATHEMATICAL CONTENT ON STEM ACTIVITIES
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  13. 73
    STUDENTS' INITIAL UNDERSTANDING OF THE CONCEPT OF CONSERVATION OF AREA
    od Alriavindrafunny, Rindu
    Wydane 2014
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  14. 74
    EXPLORING FIRST YEAR UNIVERSITY STUDENTS' STATISTICAL LITERACY: A CASE ON DESCRIBING AND VISUALIZING DATA
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  15. 75
    DESIGN STUDY: INTEGER SUBTRACTION OPERATION TEACHING LEARNING USING MULTIMEDIA IN PRIMARY SCHOOL
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  16. 76
    EXPLORING THE EXPLANATION OF PRE-SERVICE TEACHER IN MATHEMATICS TEACHING PRACTICE
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  17. 77
    EXAMINING PROSPECTIVE TEACHERS' BELIEF AND PEDAGOGICAL CONTENT KNOWLEDGE TOWARDS TEACHING PRACTICE IN MATHEMATICS CLASS: A CASE STUDY
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  18. 78
    LEARNING MATHEMATICAL MODELLING WITH AUGMENTED REALITY MOBILE MATH TRAILS PROGRAM: HOW CAN IT WORK?
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  19. 79
    How Concrete is Concrete?
    od Gravemeijer, Koeno
    Wydane 2014
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  20. 80
    SECONDARY SCHOOL MATHEMATICS TEACHERS' PERCEPTIONS ABOUT INDUCTIVE REASONING AND THEIR INTERPRETATION IN TEACHING
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