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2. Teachers' Perceptions of Less Successfully Organized Professional Development Practices in Mathematics: A Study of Nine Secondary Schools in Shanghai, China

3. What Is the Most Important Source for Teachers' Knowledge Development? A Meta-Analysis of 27 Empirical Studies on the Sources of Teachers' Knowledge

5. Secondary School Mathematics Teachers' Instructional Practices in the Integration of Mathematics Analysis Software (MAS)

6. Indonesian Teachers' Knowledge of ICT and the Use of ICT in Secondary Mathematics Teaching

7. Chinese Students' Access, Use and Perceptions of ICTs in Learning Mathematics: Findings from an Investigation of Shanghai Secondary Schools

8. Recent Advances in Mathematics Textbook Research and Development

9. Mathematics Textbooks and Curriculum Resources as Instruments for Change

10. Are Textbooks Facilitators or Barriers for Teachers' Teaching and Instructional Change? An Investigation of Secondary Mathematics Teachers in Shanghai, China

11. Investigating Students' Perceptions Concerning Textbook Use in Mathematics: A Comparative Study of Secondary Schools between Shanghai and England

12. Recent Advances in Mathematics Textbook Research and Development: An Overview

13. How Is Cultural Influence Manifested in the Formation of Mathematics Textbooks? A Comparative Case Study of Resource Book Series between Shanghai and England

15. Does a Transformation Approach Improve Students' Ability in Constructing Auxiliary Lines for Solving Geometric Problems? An Intervention-Based Study with Two Chinese Classrooms

16. Textbooks Use and Teaching Strategies: An Empirical Study.

17. The Expansion of Education in China: 1949-1995.

18. How Is Educational Gamification Represented in School Curriculum? An Investigation of Chinese Secondary Mathematics Textbooks

19. Representation of Problem-Solving Procedures: A Comparative Look at China, Singapore, and US Mathematics Textbooks

20. Focus on the Representation of Problem Types in Intended Curriculum: A Comparison of Selected Mathematics Textbooks from Mainland China and the United States

21. The Influence of Textbooks on Teaching Strategies: An Empirical Study.

27. From platform access to teacher design work: constraints and affordances of platforms: the Dutch case of Wikiwijs

29. Mathematics textbooks and teachers’ resources: a broad area of research in mathematics education to be developed

30. Research on Mathematics Textbooks and Teachers’ Resources

32. Textbook research as scientific research: towards a common ground for research on mathematics textbooks

33. Re-looking at the impact of technology on the development of mathematics curriculum from two cases in China and Singapore

34. Integrating new assessment strategies into mathematics classrooms: an exploratory study in Singapore primary and secondary schools

41. From Wasan to Yozan.

42. A Traditional Aspect of Mathematics Education in Japan.

43. The wrong language.

44. An investigation and comparison on Chinese and English teachers' use of technology in teaching mathematics

45. Investigating Indonesian teachers' knowledge and use of ICT in mathematics teaching

46. Resource rooms as one of the alternatives in supporting children with learning difficulties in first cycle in the basic education in the Sultanate of Oman

47. Geometrical properties as assumptions in proofs in Japanese junior high mathematics textbooks

48. Competencies and Textbook Development:A Three-dimensional Content Model Enacted in the Danish Textbook Series Matematrix for Grades k-9

49. A Cross-Cultural Study on Teachers’ Use of Print and Digital Resources in Sweden, Finland, the USA, and Flanders : Some Methodological Challenges

50. Open tasks in Japanese textbooks: The case of geometry for lower secondary school

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