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Dynamic Math Teaching and Learning: Zones of Math Knowledge Creation Framework

Chapter Authors: Steven Reid

Pages: 36-62

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The Secondary - Tertiary Transition in Mathematics: A Multifaceted Issue

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Conceptual Understanding and Procedural Knowledge of Fractions: How to Learn and How to Teach

Vyomesh Pant

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Dynamic Math Teaching and Learning: Zones of Math Knowledge Creation Framework

Steven Reid

More Info Pages: 36-62

Mathematics Learning and Teaching in an Interdisciplinary Framework Simulating Ancient Academy

Maria Giuseppina Adesso, Roberto Capone, Oriana Fiore, Francesco Saverio Tortoriello

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Using GeoGebra for Correction of Incorrect Premises in Geometric Proofs

Jan Frank, Lukáš Honzík

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Enhancing Calculus in Undergraduate STEM Education with Bloom’s Taxonomy

Martene L. Stanberry, Wanda R. Payne

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Cognitive Theories of Learning on Virtual Science Laboratories

Hasan Ozgur Kapici, Hakan Akcay

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Chemical Laboratory Safety: A Neglected Topic in Science Curriculum Design

B.H.S. Thimmappa

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Argument Based Inquiry Approach Accompanied by Models in Primary Science Teaching

Serpil Kara, Sevgi Kingir

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Environmental Education in India: Constructing Environmental Citizens through Narratives of Optimism

Rebecca A. Johns, Rachelle Pontes

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10 Challenges for a Future Environmental Education

Fernando Echarri, Víctor Echarri

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An Analysis of the Impact of Forest School Provision on Early Years Foundation Stage Outcomes Using CASEY

Graham Arnold, Sara Knight

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The Functions of each Discipline in STEM Practices

Rabia Nur Ondes, Engin Kursun, Alper Ciltas

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Good Practices Using Digital Technologies in STEM Education with a Focus on Mathematics

Jenny Sendova

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Distance Learners’ Expactations and Concerns about Educational Social Software

Adem Akbiyik

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Incorporating Assistive Technology for Students with Disabilities

Muhammad Zayyad

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Augmented Reality and Education

Fatih Serdar Yildirim

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From TPaCK to DPaCK – Digitalization in Education Requires more than Technical Knowledge

Johannes Huwer, Thomas Irion, Sebastian Kuntze, Steffen Schaal, Christoph Thyssen

More Info Pages: 298-309