Strømskag, H. (2024). Complementary dimensions of the Theory of Didactic Situations in mathematics and the Theory of Social Interactionism: Synthesizing the Topaze effect and the funnel pattern. The Journal of Mathematical Behavior, 76, 101194. https://doi.org/10.1016/j.jmathb.2024.101194
 
Kinnear, G, Hood, G., Lardet, E., Sheard, C., & Foster, C. (2024). Lecturers' use of questions in undergraduate mathematics lectures. The Journal of Mathematical Behavior, 76, 101190. https://doi.org/10.1016/j.jmathb.2024.101190
 
Kourti, S. K., & Potari, D. (2024). Teacher emotions and in-the-moment decision making in the secondary mathematics classroom. The Journal of Mathematical Behavior, 74, 101152. https://doi.org/10.1016/j.jmathb.2024.101152
 
Liang, B. (2025). Mental processes underlying a mathematics teacher’s learning from student thinking. Journal of Mathematics Teacher Education, 28, 7–32. https://doi.org/10.1007/s10857-023-09601-7
 
Espinoza-Vásquez, G., Henríquez-Rivas, C., Climent, N., Ponce, R., & Verdugo-Hernández, P. (2025). Teaching Thales’s theorem: relations between suitable mathematical working spaces and specialised knowledge. Educational Studies in Mathematics, 118, 271–293. https://doi.org/10.1007/s10649-024-10367-9
 
Tsamir, P., Tirosh, D., & Ovodenko, R. (2025). What are and what are not extrema points? Examining definitions and examples. International Journal of Science and Mathematics Education, 23, 121–142. https://doi.org/10.1007/s10763-024-10458-2
 
Tirosh, D., & Tsamir, P. (2025). Mis-out and mis-in examples: The case of rational numbers. International Journal of Science and Mathematics Education, 23, 617–637. https://doi.org/10.1007/s10763-024-10479-x
 
Christou, K. P., Kyrvei, D. I., & Vamvakoussi, X. (2022). Interpreting literal symbols in algebra under the effects of the natural number bias. Mathematical Thinking and Learning 26(4), 331–344. https://doi.org/10.1080/10986065.2022.2128276
 
Calleja, J., Foster, C., & Hodgen, J. (2023). Teachers’ structuring of mathematical inquiry lessons: shifting from “task-first” to “scaffolded inquiry.” Research in Mathematics Education, 26(3), 460–493. https://doi.org/10.1080/14794802.2023.2176915
 
Hakamata, R., Uegatani, Y., & Hayata, T. (2023). How do open-ended problems promote indirect argumentation? Conceptual replications in a Japanese secondary school. The Journal of Mathematical Behavior, 70, 101026, https://doi.org/10.1016/j.jmathb.2022.101026v

 

Lehmann, T.H. Mathematical modelling as a vehicle for eliciting algorithmic thinking. Educ Stud Math 115, 151–176 (2024). https://doi.org/10.1007/s10649-023-10275-4

Bergman, A.M., Kercher, A., Gallagher, K. et al. Definitional ambiguity in mathematics: three cases. Educ Stud Math 115, 93–110 (2024). https://doi.org/10.1007/s10649-023-10241-0

(έχει ζητηθεί) Häsä, J., Westlin, L. & Rämö, J. Undergraduate students’ attitudes towards mathematical proving in an introduction to proof course. Educ Stud Math 114, 393–415 (2023). https://doi.org/10.1007/s10649-023-10239-8

Schukajlow, S., Krawitz, J., Kanefke, J. et al. Open modelling problems: cognitive barriers and instructional prompts. Educ Stud Math 114, 417–438 (2023). https://doi.org/10.1007/s10649-023-10265-6

Dietiker, L., Singh, R., Riling, M. et al. Narrative characteristics of captivating secondary mathematics lessons. Educ Stud Math 112, 481–504 (2023). https://doi.org/10.1007/s10649-022-10184-y

Nagar, G.G., Hegedus, S. & Orrill, C.H. High school mathematics teachers’ discernment of invariant properties in a dynamic geometry environment. Educ Stud Math 111, 127–145 (2022). https://doi.org/10.1007/s10649-022-10144-6

(έχει παρουσιαστεί) Tsamir, P., Tirosh, D. What Is a Solution of an Algebraic Equation?. Int J of Sci and Math Educ 21, 2303–2323 (2023). https://doi.org/10.1007/s10763-022-10342-x

Dunning, A. A framework for selecting strategies for whole-class discussions. J Math Teacher Educ 26, 433–454 (2023). https://doi.org/10.1007/s10857-022-09536-5

(έχει παρουσιαστεί) Tugba Uygun, Pinar Guner & Irfan Simsek (2024) Examining students’ geometrical misconceptions by eye tracking, International Journal of Mathematical Education in Science and Technology, 55:1, 68-93, DOI: 10.1080/0020739X.2022.2101954 

Hande Gülbağci Dede, Zuhal Yilmaz, Hatice Akkoç & David Tall (2023) Enhancing pre-service mathematics teachers’ understanding of function ideas, International Journal of Mathematical Education in Science and Technology, 54:10, 2122-2146, DOI: 10.1080/0020739X.2021.2022226

(έχει παρουσιαστεί) Igor’ Kontorovich (2023) When learning stumbles upon identity and affect: a loaded student–student collaboration in linear algebra, International Journal of Mathematical Education in Science and Technology, 54:8, 1526-1540, DOI: 10.1080/0020739X.2023.2173102 

Song An, Alyse Hachey, Daniel Tillman, Danielle Divis & Bryn Birdwell (2023) Larger versus Luckier: preservice teachers’ exploration of probabilistic reasoning through an aleatoric music activity, International Journal of Mathematical Education in Science and Technology, 54:3, 325-350, DOI: 10.1080/0020739X.2021.1953628

(έχει ζητηθεί) Peter Joseph Esperanza, Celbert Himang, Miriam Bongo, Egberto Selerio Jr. & Lanndon Ocampo (2023) The utility of a flipped classroom in secondary Mathematics education, International Journal of Mathematical Education in Science and Technology, 54:3, 382-415, DOI: 10.1080/0020739X.2021.1957166 

Restrepo-Ochoa, J. F., Gualdrón-Pinto, E., & Ávila-Ascanio, L. F. (2023). Improving the learning of geometric proportionality using van Hiele’s model, mathematical visualization, and GeoGebra. Eurasia Journal of Mathematics, Science and Technology Education, 19(9), em2324. https://doi.org/10.29333/ejmste/13500

Possamai, J. P., & Allevato, N. S. G. (2024). Teaching mathematics through problem posing: Elements of the task. The Journal of Mathematical Behavior, 73, 101133. https://doi.org/10.1016/j.jmathb.2024.101133.

Sjöblom, M., Valero, P., & Olander, C. (2023). Teachers’ noticing to promote students’ mathematical dialogue in group work. Journal of Mathematics Teacher Education, 26, 509–531. https://doi.org/10.1007/s10857-022-09540-9

Kercher, A., Bergman, A. M., & Zazkis, R. (2023). Counting the stars: advancing mathematical activity in a scripting journey. Mathematical Thinking and Learning. https://doi.org/10.1080/10986065.2023.2206510

Melhuish, K., Dawkins, P.C., Lew, K., &  Strickland, S. K. (2022). Lessons Learned About Incorporating High-Leverage Teaching Practices in the Undergraduate Proof Classroom to Promote Authentic and Equitable Participation. Intrnational Journal of Research in Undergraduate Mathematics Education. https://doi.org/10.1007/s40753-022-00200-0

(έχει ζητηθεί) Luque-Sánchez, F., Montejo-Gámez, & J. (2023). A Virtual Escape Room for the Enhancement of Mathematical Communication in Secondary Education. Technology, Knowledge and Learning. https://doi.org/10.1007/s10758-023-09706-1

Sherwood, C., & Makar, K. (2022). Students making sense of statistics through storytelling: a theoretical perspective based on Bruner’s narrative mode of thought. Mathematics Education Research Journal. https://doi.org/10.1007/s13394-022-00440-y

McGraw, R., Fernandes, A., Wolfe, J.A., & Jarnutowski B. (2023). Unpacking mathematics preservice teachers’ conceptions of equity. Mathematics Education Research Journal. https://doi.org/10.1007/s13394-023-00463-z

Girit-Yildiz, D., Ulusoy, & F. (2024). Investigating How Prospective Mathematics Teachers Prepare History Integrated Lesson Plans with Assessing Historical Elements in Mathematics Textbooks. International Journal of Science and Mathematics Education, 22, 307–331. https://doi.org/10.1007/s10763-023-10375-w

Hernandez-Martinez, P, & Keane, T. (2024). Learning mathematics and its relevance through a digital storytelling assessment task at university. International Journal of Mathematical Education in Science and Technology. https://doi.org/10.1080/0020739X.2023.2295895

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