Individual Differences in Conceptual and Procedural Fraction Knowledge: What Makes the Difference and What Does it Look Like?
Katja Lenz, Gerald Wittmann
https://doi.org/10.29333/iejme/9282
International Electronic Journal of Mathematics Education, Volume 16, Issue 1 , Article No: em0615

Learners’ Conceptual Knowledge Development and Attitudinal Change towards Calculus Using Jigsaw Co-operative Learning Strategy Integrated with GeoGebra
Sirak Tsegaye Yimer, Nosisi Nellie Feza
https://doi.org/10.29333/iejme/5936
International Electronic Journal of Mathematics Education, Volume 15, Issue 1 , Article No: em0554

Secondary Students’ Implicit Conceptual Knowledge of Algebraic Symbolism. An Exploratory Study through Problem Posing
Elena Fernández-Millán, Marta Molina

International Electronic Journal of Mathematics Education, Volume 12, Issue 3 , pp. 799-826