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  1. 181
    THE NEUTRALIZATION ON AN EMPTY NUMBER LINE MODEL FOR INTEGER ADDITIONS AND SUBTRACTIONS: IS IT HELPFUL?
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  2. 182
    THE PROCESS OF STUDENT COGNITION IN CONSTRUCTING MATHEMATICAL CONJECTURE
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  3. 183
    The Role of Context in Third Graders' Learning of Area Measurement
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  4. 184
    THE ROLE OF PROBLEM-BASED LEARNING TO IMPROVE STUDENTS' MATHEMATICAL PROBLEM-SOLVING ABILITY AND SELF CONFIDENCE
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  5. 185
    The Use of Contextual Problems to Support Mathematical Learning
    由 Widjaja, Wanty
    出版 2013
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  6. 186
    THERE IS, PROBABLY, NO NEED FOR A DESIGN FRAMEWORK
    由 de Lange, Jan
    出版 2021
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  7. 187
    TRANSFORMATIVE PROFESSIONAL DEVELOPMENT FOR MATHEMATICS TEACHERS
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  8. 188
    TRIGONOMETRIC CONCEPTS: PRE-SERVICE TEACHERS' PERCEPTIONS AND KNOWLEDGE
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  9. 189
    TURKISH PRE-SERVICE MATHEMATICS TEACHERS' BELIEFS IN MULTIPLICATION
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  10. 190
    UNDERGRADUATE MATHEMATICS STUDENTS' UNDERSTANDING OF THE CONCEPT OF FUNCTION
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  11. 191
    UNDERSTANDING OF PROSPECTIVE MATHEMATICS TEACHERS OF THE CONCEPT OF DIAGONAL
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  12. 192
    UNFINISHED STUDENT ANSWER IN PISA MATHEMATICS CONTEXTUAL PROBLEM
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  13. 193
    USING BAYESIAN NETWORKS TO UNDERSTAND RELATIONSHIPS AMONG MATH ANXIETY, GENDERS, PERSONALITY TYPES, AND STUDY HABITS AT A UNIVERSITY IN JORDAN
    由 Smail, Linda
    出版 2016
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  14. 194
    USING ROBOTICS AND ENGINEERING DESIGN INQUIRIES TO OPTIMIZE MATHEMATICS LEARNING FOR MIDDLE LEVEL TEACHERS: A CASE STUDY
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  15. 195
    USING SET MODEL FOR LEARNING ADDITION OF INTEGERS
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  16. 196
    USING TASK LIKE PISA'S PROBLEM TO SUPPORT STUDENT'S CREATIVITY IN MATHEMATICS
    由 Novita, Rita, Putra, Mulia
    出版 2016
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