Vol. 22 No. 3 (2017)

Articles

• Editorial

  The editors

  1–3

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• Research as praxis, en route theory/practice teacher-researcher collaboration: a self-study

  Sharada Gade

  5–23

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• A review of the impact of formative assessment on student achievement in mathematics

  Torulf Palm, Catarina Andersson, Erika Boström, Charlotta Vingsle

  25–50

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• Theorizing the interactive nature of teaching mathematics: contributing to develop contributions as a metaphor for teaching

  Andreas Eckert

  51–69

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• The development of pre-service teachers’ self-efficacy in teaching mathematics

  Annette Hessen Bjerke

  71–84

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• Analysing genomgång: a Swedish mathematics teaching lesson event

  Paul Andrews, Niclas Larson

  85–105

  • PDF