Journal for Research in Mathematics Education

Title Publication Date Language Citations
A Modeling Perspective on Students' Mathematical Reasoning about Data2003/03/01English95
Advancing Children's Mathematical Thinking in Everyday Mathematics Classrooms1999/03/0194
Using a Base-Ten Blocks Learning/Teaching Approach for First- and Second-Grade Place-Value and Multidigit Addition and Subtraction1990/05/0194
Learning Fractions with Understanding: Building on Informal Knowledge1990/01/0193
Effects of Manipulative Materials in Mathematics Instruction1989/11/0193
Unpacking the Male Superiority Myth and Masculinization of Mathematics at the Intersections: A Review of Research on Gender in Mathematics Education2017/07/0192
Facilitating the Transition from Empirical Arguments to Proof2009/05/0192
Research on Affect and Mathematics Learning in the JRME: 1970 to the Present1994/12/0191
Power in Numbers: Student Participation in Mathematical Discussions in Heterogeneous Spaces2013/01/0190
An Integrated Study of Children's Construction of Improper Fractions and the Teacher's Role in Promoting That Learning1999/07/0190
A Beginning Teacher's View of Problem Solving1985/11/0190
Models of Limit Held by College Calculus Students1991/05/0189
Problem Structure and First-Grade Children's Initial Solution Processes for Simple Addition and Subtraction Problems1981/01/0189
Problem Solving as a Means toward Mathematics for All: An Exploratory Look through a Class Lens2000/07/0189
Exploring Relationships Between Setting Up Complex Tasks and Opportunities to Learn in Concluding Whole-Class Discussions in Middle-Grades Mathematics Instruction2013/07/0189
Educational Development and Developmental Research in Mathematics Education1994/11/0188
“She's Always Been the Smart One. I've Always Been the Dumb One”: Identities in the Mathematics Classroom2012/01/0188
How Mathematicians Determine if an Argument Is a Valid Proof2008/07/0187
Listening for Differences: An Evolving Conception of Mathematics Teaching1997/05/0187
Sex and Ethnic Group Differences in Mathematics Achievement: Results from the National Longitudinal Study1987/01/0186
Conceptual Knowledge Falls through the Cracks: Complexities of Learning to Teach Mathematics for Understanding1993/01/0186
Models of Problem Solving: A Study of Kindergarten Children's Problem-Solving Processes1993/11/0185
Ratio and Proportion: Connecting Content and Children's Thinking1993/01/0185
The Relationship Between Teachers' Mathematical Content and Pedagogical Knowledge, Teachers' Perceptions, and Student Achievement2014/07/0185
An Analysis of Development of Sociomathematical Norms in One First-Grade Classroom2001/05/0184
Data Analysis as the Search for Signals in Noisy Processes2002/07/0184
Mathematical Knowledge for Teaching in Planning and Evaluating Instruction: What Can Preservice Teachers Learn?2009/11/0184
The Value (And Convergence) of Practices Suggested by Motivation Research and Promoted by Mathematics Education Reformers1998/07/0184
The Evolution with Age of Probabilistic, Intuitively Based Misconceptions1997/01/0184
Creating a Context for Argument in Mathematics Class1999/03/0184