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What Mathematics Education May Prepare Students for the Society of the Future?

International journal of science and mathematics education, 2017-05, Vol.15 (Suppl 1), p.105-123

2017

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The interplay of affect and cognition in the mathematics grounding activity: Forming an affective teaching model

Eurasia journal of mathematics, science and technology education, 2022-12, Vol.18 (12), p.em2187

2022

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Mathematics teacher educator-researchers' perspectives on the use of theory in facilitating teacher growth

Educational studies in mathematics, 2018-06, Vol.98 (2), p.197-214

2018

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A novice mathematics teacher educator–researcher’s evolution of tools designed for in-service mathematics teachers’ professional development

Journal of mathematics teacher education, 2018-10, Vol.21 (5), p.517-539

2018

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Developing a Constructive Conceptual Framework of a Pre-Service Mathematics Teachers’ Content Knowledge Instrument on Space and Shape

Mathematics (Basel), 2022-01, Vol.10 (1), p.137

2022

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Reflections on an Emerging Field: Researching Mathematics Teacher Education

Educational studies in mathematics, 2005-11, Vol.60 (3), p.359-381

2005

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Inquiry-Based Mathematics Curriculum Design for Young Children-Teaching Experiment and Reflection

Eurasia journal of mathematics, science and technology education, 2016-04, Vol.12 (4), p.843

2016

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Primary Teachers' Knowledge for Teaching Ratio and Proportion in Mathematics: The Case of Indonesia

Eurasia journal of mathematics, science and technology education, 2015-06, Vol.11 (3), p.513

2015

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Making Sense of Mathematics Teacher Education

1, 2001

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A Model of Reading Comprehension of Geometry Proof

Educational studies in mathematics, 2008, Vol.67 (1), p.59-76

2008

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DEVELOPING AN INSTRUMENT FOR MEASURING TEACHERS’ MATHEMATICS CONTENT KNOWLEDGE ON RATIO AND PROPORTION: A CASE OF INDONESIAN PRIMARY TEACHERS

International journal of science and mathematics education, 2015-03, Vol.13 (S1), p.1-24

2015

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An Approach to Enactivist Perspective on Learning: Mathematics-Grounding Activities

The Asia-Pacific education researcher, 2022-12, Vol.31 (6), p.657-666

2022

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Success factors for a national problem-driven program aimed at enhancing affective performance in mathematics learning

ZDM, 2021-10, Vol.53 (5), p.1121-1136

2021

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Description and evaluation of a large-scale project to facilitate student engagement in learning mathematics

Studies in educational evaluation, 2018-09, Vol.58, p.178-186

2018

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DESIGNING TEACHER PROFESSIONAL DEVELOPMENT FOR MATHEMATICS TEACHING WITH VARIATION THEORY

IndoMS-journal on mathematics education, 2014-07, Vol.5 (2), p.127-137

2014

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Comparing eye movements during mathematical word problem solving in Chinese and German

ZDM, 2020-04, Vol.52 (1), p.45-58

2020

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Effects of large-scale studies on mathematics education policy in Taiwan through the lens of societal and cultural characteristics

ZDM, 2018-08, Vol.50 (4), p.587-600

2018

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The Reading Comprehension of Geometric Proofs: The Contribution of Knowledge and Reasoning

International journal of science and mathematics education, 2007-12, Vol.5 (4), p.729-754

2007

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EDITORIAL TRANSITION TO THE SECOND DECADE OF IJSME

International journal of science and mathematics education, 2012-04, Vol.10 (2), p.237-240

Lin, Fou-Lai

2012

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Strategies to foster students’ competencies in constructing multi-steps geometric proofs: teaching experiments in Taiwan and Germany

ZDM, 2008-08, Vol.40 (3), p.443-453

2008

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Exploring the educative power of an experienced mathematics teacher educator-researcher

Educational studies in mathematics, 2015-05, Vol.89 (1), p.19-39

2015

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THE POWER OF LEARNING GOAL ORIENTATION IN PREDICTING STUDENT MATHEMATICS ACHIEVEMENT

International journal of science and mathematics education, 2009-06, Vol.7 (3), p.551-573

2009

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A survey of the practice of a large-scale implementation of inquiry-based mathematics teaching: from Taiwan’s perspective

ZDM, 2013-11, Vol.45 (6), p.919-923

2013

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PROMOTING A BILATERAL COLLABORATION PROGRAM IN SCIENCE EDUCATION : ISSUES AND ACTIONS

Journal of Science Education in Japan, 2007/03/10, Vol.31(1), pp.12-21

LIN, Fou-Lai

2007

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Effects of reading-oriented tasks on students’ reading comprehension of geometry proof

Mathematics education research journal, 2012-06, Vol.24 (2), p.215-238

2012

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What Mathematics Education May Prepare Students for the Society of the Future?

The interplay of affect and cognition in the mathematics grounding activity: Forming an affective teaching model

Mathematics teacher educator-researchers' perspectives on the use of theory in facilitating teacher growth

A novice mathematics teacher educator–researcher’s evolution of tools designed for in-service mathematics teachers’ professional development

Developing a Constructive Conceptual Framework of a Pre-Service Mathematics Teachers’ Content Knowledge Instrument on Space and Shape

Reflections on an Emerging Field: Researching Mathematics Teacher Education

Inquiry-Based Mathematics Curriculum Design for Young Children-Teaching Experiment and Reflection

Primary Teachers' Knowledge for Teaching Ratio and Proportion in Mathematics: The Case of Indonesia

Making Sense of Mathematics Teacher Education

A Model of Reading Comprehension of Geometry Proof

DEVELOPING AN INSTRUMENT FOR MEASURING TEACHERS’ MATHEMATICS CONTENT KNOWLEDGE ON RATIO AND PROPORTION: A CASE OF INDONESIAN PRIMARY TEACHERS

An Approach to Enactivist Perspective on Learning: Mathematics-Grounding Activities

Success factors for a national problem-driven program aimed at enhancing affective performance in mathematics learning

Description and evaluation of a large-scale project to facilitate student engagement in learning mathematics

DESIGNING TEACHER PROFESSIONAL DEVELOPMENT FOR MATHEMATICS TEACHING WITH VARIATION THEORY

Comparing eye movements during mathematical word problem solving in Chinese and German

Effects of large-scale studies on mathematics education policy in Taiwan through the lens of societal and cultural characteristics

The Reading Comprehension of Geometric Proofs: The Contribution of Knowledge and Reasoning

EDITORIAL TRANSITION TO THE SECOND DECADE OF IJSME

Strategies to foster students’ competencies in constructing multi-steps geometric proofs: teaching experiments in Taiwan and Germany

Exploring the educative power of an experienced mathematics teacher educator-researcher

THE POWER OF LEARNING GOAL ORIENTATION IN PREDICTING STUDENT MATHEMATICS ACHIEVEMENT

A survey of the practice of a large-scale implementation of inquiry-based mathematics teaching: from Taiwan’s perspective

PROMOTING A BILATERAL COLLABORATION PROGRAM IN SCIENCE EDUCATION : ISSUES AND ACTIONS

Effects of reading-oriented tasks on students’ reading comprehension of geometry proof

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