Volume 17, Issue 3, August 2022

Research Article

The role of teacher actions for students’ productive interaction solving a linear function problem

Ellen Kristine Solbrekke Hansen, Margrethe Naalsund

INT ELECT J MATH ED, 2022, Volume 17, Issue 3, Article No: em0685

https://doi.org/10.29333/iejme/11921

Research Article

Mathematics students’ conceptions and reactions to questions concerning the nature of rational and irrational numbers

Ioannis Rizos, Maria Adam

INT ELECT J MATH ED, 2022, Volume 17, Issue 3, Article No: em0686

https://doi.org/10.29333/iejme/11977

Research Article

Analyzing in-service teachers’ process of mathematical literacy problem posing

Tugce Kozakli Ulger, Isil Bozkurt, Murat Altun

INT ELECT J MATH ED, 2022, Volume 17, Issue 3, Article No: em0687

https://doi.org/10.29333/iejme/11985

Research Article

Mathematics achievement in high schools, the role of the teacher-student relationship, students’ self-efficacy, and students’ perception of mathematics

Joseph Bekoe Appiah, Sarah Korkor, Yarhands Dissou Arthur, Benjamin Adu Obeng

INT ELECT J MATH ED, 2022, Volume 17, Issue 3, Article No: em0688

https://doi.org/10.29333/iejme/12056

Research Article

Investigation of the computational estimation skills of and strategies employed by pre-service primary school teacher

Gonul Gunes

INT ELECT J MATH ED, 2022, Volume 17, Issue 3, Article No: em0689

https://doi.org/10.29333/iejme/12057

Research Article

Analyzing experimental and theoretical probabilities in Japanese 7th and 8th grade textbooks

Ippo Ishibashi

INT ELECT J MATH ED, 2022, Volume 17, Issue 3, Article No: em0690

https://doi.org/10.29333/iejme/12061

Research Article

We train, but how well? Assessing mathematical knowledge for teaching of future Turkish teachers

Derya Celik, Mustafa Guler, Serhat Aydin, Zeynep Medine Ozmen, Kadir Gursoy, Duygu Arabaci, Gokay Acikyildiz

INT ELECT J MATH ED, 2022, Volume 17, Issue 3, Article No: em0691

https://doi.org/10.29333/iejme/12062

Research Article

Exploring mathematics anxiety among primary school students: Prevalence, mathematics performance and gender

Linval Mitchell, Lois George

INT ELECT J MATH ED, 2022, Volume 17, Issue 3, Article No: em0692

https://doi.org/10.29333/iejme/12073

Erratum

Correction to Encountering Proportional Reasoning During a Single Algebra Lesson: A Microgenetic Analysis

Anna L. V. Lundberg

INT ELECT J MATH ED, 2022, Volume 17, Issue 3, Article No: em0693

https://doi.org/10.29333/iejme/12082

Review Article

Artificial intelligence in mathematics education: A systematic literature review

Mohamed Zulhilmi bin Mohamed, Riyan Hidayat, Nurain Nabilah binti Suhaizi, Norhafiza binti Mat Sabri, Muhamad Khairul Hakim bin Mahmud, Siti Nurshafikah binti Baharuddin

INT ELECT J MATH ED, 2022, Volume 17, Issue 3, Article No: em0694

https://doi.org/10.29333/iejme/12132

Research Article

Rethinking mathematics teachers’ professional knowledge for teaching probability from the perspective of probabilistic reasoning: A proposed framework

Samah Gamal Ahmed Elbehary

INT ELECT J MATH ED, 2022, Volume 17, Issue 3, Article No: em0695

https://doi.org/10.29333/iejme/12145

Research Article

The impact of prerequisites for undergraduate calculus I performance

Zachariah Benton Hurdle, Wiktor Mogilski

INT ELECT J MATH ED, 2022, Volume 17, Issue 3, Article No: em0696

https://doi.org/10.29333/iejme/12146

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