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Vol 12 No 1 (2022): Problem Solving and Problem Posing: From Conceptualisation to Implementation in the Mathematics Classroom
DOI:
https://doi.org/10.26529/cepsj.12.1
Published:
2022-03-25
Full Issue
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EDITORIAL
Problem Solving and Problem Posing: From Conceptualisation to Implementation in the Mathematics Classroom
Tatjana Hodnik, Vida Manfreda Kolar
7-12
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FOCUS
Multiple Approaches to Problem Posing: Theoretical Considerations Regarding its Definition, Conceptualisation, and Implementation
Ioannis Papadopoulos, Nafsika Patsiala, Lukas Baumanns, Benjamin Rott
13-34
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Reading Mathematical Texts as a Problem-Solving Activity: The Case of the Principle of Mathematical Induction
Ioannis Papadopoulos, Paraskevi Kyriakopoulou
35-53
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Factors Affecting Success in Solving a Stand-Alone Geometrical Problem by Students aged 14 to 15
Branka Antunović-Piton, Nives Baranović
55-79
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Management of Problem Solving in a Classroom Context
Eszter Kónya, Zoltán Kovács
81-101
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MERIA – Conflict Lines: Experience with Two Innovative Teaching Materials
Željka Milin Šipuš, Matija Bašić, Michiel Doorman, Eva Špalj , Sanja Antoliš
103-124
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VARIA
The Dynamics of Foreign Language Values in Sweden: A Social History
Parvin Gheitasi, Eva Lindgren, Janet Enever
125-146
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That Old Devil Called ‘Statistics’: Statistics Anxiety in University Students and Related Factors
Melita Puklek Levpušček, Maja Cukon
147-168
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The Mediating Role of Parents and School in Peer Aggression Problems
Tena Velki
169-188
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Experiences of Slovenian In-Service Primary School Teachers and Students of Grades 4 and 5 with Outdoor Lessons in the Subject Science and Technology
Maruša Novljan, Jerneja Pavlin
189-215
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Examining the Mediating Role of Altruism in the Relationship between Empathic Tendencies, the Nature Relatedness, and Environmental Consciousness
Nudar Yurtsever, Duriye Esra Angın
217-239
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REVIEW
John Hattie, Douglas Fisher and Nancy Frey, Visible Learning for Mathematics: Grades K-12: What Works Best to Optimize Student Learning, Corwin Mathematics: 2017; 269 pp.: ISBN: 9781506362946
Monika Zupančič
241-246
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Pavel Zgaga (ed.), Inclusion in Education: Reconsidering Limits, Identifying Possibilities, Peter Lang: 2019; 271 pp.: ISBN 978-3-631-77859-3
Melina Tinnacher
247-249
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