Continued Growth of CJSMTE
Bibliographic Data
| ID | 15401334 |
|---|---|
| Authors | Douglas Mcdougall (0000-0002-4726-9387, University of Toronto, corresponding author) |
| Year | 2022 |
| Volume | 22 |
| Issue | 2 |
| Pages | 271-273 |
| Publication date | 2022-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Canadian Journal of Science Mathematics and Technology Education (JOURNAL) |
| Journal identifiers | ISSN: 1492-6156 • E-ISSN: 1942-4051 |
| Publisher | Springer Science+Business Media (PUBLISHER • DE) |
| DOI | 10.1007/s42330-022-00222-5 |
| OpenAlex | W4286500005 |
| Language | EN |
| References cited | 18 |
Le dessin à main levée, un révélateur du rapport des élèves à la figure géométrique
Developing a Mobile Learning Acceptance Scale for Mathematics
STEM Teaching and Learning in Bush Kinders
Technological Practices of Middle Years Students with Mathematics Learning Disabilities
Les considérations politiques
Pre-service Early Childhood Teachers’ Challenges and Solutions to Planning and Implementing STEM Education–Based Activities
Students’ Problem Solving and Transitioning from Numerical to Relational Thinking
Participation and Reification
Participation and Reification
Analyse du processus de construction de connaissances dans des activités de programmation à l’école
Improving Learning of Practical Physics in Sub-Saharan Africa—System Issues
Can We Engage Students in Authentic Mathematical Activity While Embracing Critical Pedagogy? A Commentary on the Tensions Between Disciplinary Activity and Critical Education
L’enseignement des sciences et le politique
| Citation velocity | historical |
|---|---|
| Highly cited | No |