Result **1** to **20** of **239** total

Introducing modeling transition diagrams as a tool to connect mathematical modeling to mathematical thinking. (English)

Math. Think. Learn. 18, No. 2, 77-106 (2016).

1

An exponential growth learning trajectory: students’ emerging understanding of exponential growth through covariation. (English)

Math. Think. Learn. 18, No. 3, 151-181 (2016).

2

Evolution of unit fraction conceptions in two fifth-graders with a learning disability: an exploratory study. (English)

Math. Think. Learn. 18, No. 3, 182-208 (2016).

3

Leveraging structure: logical necessity in the context of integer arithmetic. (English)

Math. Think. Learn. 18, No. 3, 209-232 (2016).

4

Kindergartners’ spontaneous focusing on numerosity in relation to their number-related utterances during numerical picture book reading. (English)

Math. Think. Learn. 18, No. 2, 125-141 (2016).

5

The social construction of authority among peers and its implications for collaborative mathematics problem solving. (English)

Math. Think. Learn. 18, No. 2, 107-124 (2016).

6

Opportunities to learn: inverse relations in U.S. and Chinese textbooks. (English)

Math. Think. Learn. 18, No. 1, 45-68 (2016).

7

Developing young children’s emergent inferential practices in statistics. (English)

Math. Think. Learn. 18, No. 1, 1-24 (2016).

8

Shortcomings of mathematics education reform in The Netherlands: a paradigm case? (English)

Math. Think. Learn. 18, No. 1, 25-44 (2016).

9

Pre-service teachers’ developing conceptions about the nature and pedagogy of mathematical modeling in the context of a mathematical modeling course. (English)

Math. Think. Learn. 18, No. 4, 287-314 (2016).

10

Inductive and deductive justification of knowledge: flexible judgments underneath stable beliefs in teacher education. (English)

Math. Think. Learn. 18, No. 4, 271-286 (2016).

11

Conceptual limitations in curricular presentations of area measurement: one nation’s challenges. (English)

Math. Think. Learn. 18, No. 4, 239-270 (2016).

12

Preventive support for kindergarteners most at-risk for mathematics difficulties: computer-assisted intervention. (English)

Math. Think. Learn. 17, No. 4, 273-295 (2015).

13

Complex listening: supporting students to listen as mathematical sense-makers. (English)

Math. Think. Learn. 17, No. 4, 296-326 (2015).

14

Expanding notions of “learning trajectories” in mathematics education. (English)

Math. Think. Learn. 17, No. 4, 253-272 (2015).

15

Children’s use of variables and variable notation to represent their algebraic ideas. (English)

Math. Think. Learn. 17, No. 1, 34-63 (2015).

16

Secondary students’ quantification of ratio and rate: a framework for reasoning about change in covarying quantities. (English)

Math. Think. Learn. 17, No. 1, 64-90 (2015).

17

Assessing quantitative reasoning in young children. (English)

Math. Think. Learn. 17, No. 2-3, 178-196 (2015).

18

The relationship between children’s familiarity with numbers and their performance in bounded and unbounded number line estimations. (English)

Math. Think. Learn. 17, No. 2-3, 136-154 (2015).

19

Magnitude representations and counting skills in preschool children. (English)

Math. Think. Learn. 17, No. 2-3, 116-135 (2015).

20

Result **1** to **20** of **239** total