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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

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

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

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

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

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

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

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

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

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

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

43. FRONT MATTER

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