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Refined by: Database: Sage Journals Open Access Journals remove subject: Mathematics Education remove
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1
Identifying Japanese students’ core spatial reasoning skills by solving 3D geometry problems: An exploration
Identifying Japanese students’ core spatial reasoning skills by solving 3D geometry problems: An exploration
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Identifying Japanese students’ core spatial reasoning skills by solving 3D geometry problems: An exploration

Asian Journal for Mathematics Education, 2022-12, Vol.1 (4), p.437-454 [Peer Reviewed Journal]

The Author(s) 2022 ;2022. This work is published under https://creativecommons.org/licenses/by-nc/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2752-7263 ;ISSN: 2752-7271 ;EISSN: 2752-7271 ;DOI: 10.1177/27527263221142345

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2
Rational numbers and proportional reasoning in Chinese primary schools: Patterns, latent classes, and reasoning processes
Rational numbers and proportional reasoning in Chinese primary schools: Patterns, latent classes, and reasoning processes
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Rational numbers and proportional reasoning in Chinese primary schools: Patterns, latent classes, and reasoning processes

Asian Journal for Mathematics Education, 2022-12, Vol.1 (4), p.408-436 [Peer Reviewed Journal]

The Author(s) 2022 ;2022. This work is published under https://creativecommons.org/licenses/by-nc/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2752-7263 ;ISSN: 2752-7271 ;EISSN: 2752-7271 ;DOI: 10.1177/27527263221143802

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3
Understanding Chinese students’ success in the PISA financial literacy: A praxeological analysis of financial numeracy
Understanding Chinese students’ success in the PISA financial literacy: A praxeological analysis of financial numeracy
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Understanding Chinese students’ success in the PISA financial literacy: A praxeological analysis of financial numeracy

Asian Journal for Mathematics Education, 2022-03, Vol.1 (1), p.66-94 [Peer Reviewed Journal]

The Author(s) 2022 ;ISSN: 2752-7263 ;EISSN: 2752-7271 ;DOI: 10.1177/27527263221091304

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4
Shifting the Education Paradigm: Why International Borrowing Is No Longer Sufficient for Improving Education in China
Shifting the Education Paradigm: Why International Borrowing Is No Longer Sufficient for Improving Education in China
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Shifting the Education Paradigm: Why International Borrowing Is No Longer Sufficient for Improving Education in China

ECNU Review of Education, 2018-03, Vol.1 (1), p.76 [Peer Reviewed Journal]

ISSN: 2096-5311 ;EISSN: 2632-1742 ;DOI: 10.30926/ecnuroe2018010105

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5
The Impact of Interactive Factors on Romanian Students’ Understanding of Place Value
The Impact of Interactive Factors on Romanian Students’ Understanding of Place Value
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The Impact of Interactive Factors on Romanian Students’ Understanding of Place Value

SAGE open, 2013-08, Vol.3 (3), p.215824401349771 [Peer Reviewed Journal]

The Author(s) 2013 ;ISSN: 2158-2440 ;EISSN: 2158-2440 ;DOI: 10.1177/2158244013497719

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6
The Impacts of Three Educational Technologies on Algebraic Understanding in the Context of COVID-19
The Impacts of Three Educational Technologies on Algebraic Understanding in the Context of COVID-19
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The Impacts of Three Educational Technologies on Algebraic Understanding in the Context of COVID-19

AERA open, 2023-01, Vol.9, p.23328584231165919-23328584231165919 [Peer Reviewed Journal]

The Author(s) 2023 ;The Author(s) 2023. ;The Author(s) 2023. This work is licensed under the Creative Commons Attribution – Non-Commercial License https://creativecommons.org/licenses/by-nc/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;The Author(s) 2023 2023 American Educational Research Association ;ISSN: 2332-8584 ;EISSN: 2332-8584 ;DOI: 10.1177/23328584231165919 ;PMID: 37123170

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7
Gender differences in mathematics achievement: A secondary analysis of Programme for International Student Assessment data from Shanghai
Gender differences in mathematics achievement: A secondary analysis of Programme for International Student Assessment data from Shanghai
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Gender differences in mathematics achievement: A secondary analysis of Programme for International Student Assessment data from Shanghai

Asian Journal for Mathematics Education, 2022-03, Vol.1 (1), p.115-130 [Peer Reviewed Journal]

The Author(s) 2022 ;ISSN: 2752-7263 ;EISSN: 2752-7271 ;DOI: 10.1177/27527263221091373

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8
Race, Gender, and Teacher Equity Beliefs: Construct Validation of the Attributions of Mathematical Excellence Scale
Race, Gender, and Teacher Equity Beliefs: Construct Validation of the Attributions of Mathematical Excellence Scale
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Race, Gender, and Teacher Equity Beliefs: Construct Validation of the Attributions of Mathematical Excellence Scale

AERA open, 2022-01, Vol.8, p.233285842211309 [Peer Reviewed Journal]

The Author(s) 2022 ;The Author(s) 2022. This work is licensed under the Creative Commons Attribution – Non-Commercial License https://creativecommons.org/licenses/by-nc/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2332-8584 ;EISSN: 2332-8584 ;DOI: 10.1177/23328584221130999

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9
Feeling Good and Functioning Well in Mathematics Education: Exploring Students’ Conceptions of Mathematical Well-Being and Values
Feeling Good and Functioning Well in Mathematics Education: Exploring Students’ Conceptions of Mathematical Well-Being and Values
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Feeling Good and Functioning Well in Mathematics Education: Exploring Students’ Conceptions of Mathematical Well-Being and Values

ECNU Review of Education, 2021-06, Vol.4 (2), p.349-375 [Peer Reviewed Journal]

The Author(s) 2021 ;ISSN: 2096-5311 ;EISSN: 2632-1742 ;DOI: 10.1177/2096531120928084

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10
Distinguishing conceptions of multiplicative reasoning in Chinese elementary students: What sense correct and incorrect solutions might make to them?
Distinguishing conceptions of multiplicative reasoning in Chinese elementary students: What sense correct and incorrect solutions might make to them?
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Distinguishing conceptions of multiplicative reasoning in Chinese elementary students: What sense correct and incorrect solutions might make to them?

Asian Journal for Mathematics Education, 2022-06, Vol.1 (2), p.242-262 [Peer Reviewed Journal]

The Author(s) 2022 ;ISSN: 2752-7263 ;EISSN: 2752-7271 ;DOI: 10.1177/27527263221110629

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11
Should I Start at MATH 101? Content Repetition as an Academic Strategy in Elective Curriculums
Should I Start at MATH 101? Content Repetition as an Academic Strategy in Elective Curriculums
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Should I Start at MATH 101? Content Repetition as an Academic Strategy in Elective Curriculums

Sociology of education, 2022-04, Vol.95 (2), p.133-152 [Peer Reviewed Journal]

American Sociological Association 2022 ;ISSN: 0038-0407 ;EISSN: 1939-8573 ;DOI: 10.1177/00380407221076490

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12
Sustainability of a Teacher Professional Development Program on Proportional Reasoning Skills of Students With Mathematics Difficulties
Sustainability of a Teacher Professional Development Program on Proportional Reasoning Skills of Students With Mathematics Difficulties
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Sustainability of a Teacher Professional Development Program on Proportional Reasoning Skills of Students With Mathematics Difficulties

Exceptional children, 2022-10, Vol.89 (1), p.79-100 [Peer Reviewed Journal]

The Author(s) 2022 ;ISSN: 0014-4029 ;EISSN: 2163-5560 ;DOI: 10.1177/00144029221094053

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13
Is the inverse method more effective than the balance method on learning linear equations? A cross-cultural experimental study between Australia and Malaysia
Is the inverse method more effective than the balance method on learning linear equations? A cross-cultural experimental study between Australia and Malaysia
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Is the inverse method more effective than the balance method on learning linear equations? A cross-cultural experimental study between Australia and Malaysia

Asian Journal for Mathematics Education, 2023-09, Vol.2 (3), p.325-349 [Peer Reviewed Journal]

The Author(s) 2023 ;2023. This work is published under https://creativecommons.org/licenses/by-nc/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2752-7263 ;ISSN: 2752-7271 ;EISSN: 2752-7271 ;DOI: 10.1177/27527263231194470

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14
U.S. Ninth Graders’ Math Course Placement at the Intersection of Learning Disability Status, Race, and Socioeconomic Status
U.S. Ninth Graders’ Math Course Placement at the Intersection of Learning Disability Status, Race, and Socioeconomic Status
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U.S. Ninth Graders’ Math Course Placement at the Intersection of Learning Disability Status, Race, and Socioeconomic Status

AERA open, 2023-01, Vol.9 [Peer Reviewed Journal]

The Author(s) 2023 ;The Author(s) 2023. This work is licensed under the Creative Commons Attribution – Non-Commercial License https://creativecommons.org/licenses/by-nc/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2332-8584 ;EISSN: 2332-8584 ;DOI: 10.1177/23328584231186612 ;PMID: 38464617

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15
Thematic Issue on Values and Valuing in Mathematics Education: Revisiting Mathematics Education From Cultural Perspectives
Thematic Issue on Values and Valuing in Mathematics Education: Revisiting Mathematics Education From Cultural Perspectives
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Thematic Issue on Values and Valuing in Mathematics Education: Revisiting Mathematics Education From Cultural Perspectives

ECNU review of education (Online), 2021-06, Vol.4 (2), p.225-229 [Peer Reviewed Journal]

The Author(s) 2021 ;ISSN: 2096-5311 ;EISSN: 2632-1742 ;DOI: 10.1177/20965311211011628

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16
Are instructional practices different between East and West? An analysis of Grade 8 TIMSS 2019 data
Are instructional practices different between East and West? An analysis of Grade 8 TIMSS 2019 data
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Are instructional practices different between East and West? An analysis of Grade 8 TIMSS 2019 data

Asian Journal for Mathematics Education, 2022-06, Vol.1 (2), p.221-241 [Peer Reviewed Journal]

The Author(s) 2022 ;ISSN: 2752-7263 ;EISSN: 2752-7271 ;DOI: 10.1177/27527263221109752

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17
The Equitable Distribution of Opportunity to Learn in Mathematics Textbooks
The Equitable Distribution of Opportunity to Learn in Mathematics Textbooks
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The Equitable Distribution of Opportunity to Learn in Mathematics Textbooks

AERA open, 2021-12, Vol.7 (1), p.233285842110657 [Peer Reviewed Journal]

The Author(s) 2021 ;The Author(s) 2021. This work is licensed under the Creative Commons Attribution – Non-Commercial License https://creativecommons.org/licenses/by-nc/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2332-8584 ;EISSN: 2332-8584 ;DOI: 10.1177/23328584211065712

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18
Exploring Issues of Implementation, Equity, and Student Achievement With Educational Software in the DC Public Schools
Exploring Issues of Implementation, Equity, and Student Achievement With Educational Software in the DC Public Schools
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Exploring Issues of Implementation, Equity, and Student Achievement With Educational Software in the DC Public Schools

AERA open, 2016-10, Vol.2 (4), p.233285841666772 [Peer Reviewed Journal]

The Author(s) 2016 ;ISSN: 2332-8584 ;EISSN: 2332-8584 ;DOI: 10.1177/2332858416667726

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