ISSN 0022-0272, Online ISSN: 1366-5839
Publisher: Routledge, part of the Taylor & Francis Group
Replacing the ‘teacher-proof’ curriculum with the ‘curriculum-proof’ teacher: Toward more effective interactions with mathematics textbooks
Taylor, Megan Westwood
Teachers’ views of mathematics textbook series in Flanders: Does it (not) matter which mathematics textbook series schools choose?
Van Steenbrugge, H.; Valcke, M.; Desoete, A.
Analysing proof-related competences in Estonian, Finnish and Swedish mathematics curricula—towards a framework of developmental proof
Hemmi, Kirsti; Lepik, Madis; Viholainen, Antti
Teacher action research as Bildung: An application of Gadamer’s philosophical hermeneutics to teacher professional development
Student-centred inquiry as curriculum as a model for field-based teacher education
OLIVER, KIMBERLY L.; OESTERREICH, HEATHER A.
Analysing attempts to support outdoor learning in Scottish schools
Thorburn, Malcolm; Allison, Peter