What Is the Difference? Using Contextualized Problems

Article Properties
Abstract
Cite
Tillema, Erik S. “What Is the Difference? Using Contextualized Problems”. Mathematics Teaching in the Middle School, vol. 17, no. 8, 2012, pp. 472-8, https://doi.org/10.5951/mathteacmiddscho.17.8.0472.
Tillema, E. S. (2012). What Is the Difference? Using Contextualized Problems. Mathematics Teaching in the Middle School, 17(8), 472-478. https://doi.org/10.5951/mathteacmiddscho.17.8.0472
Tillema, Erik S. “What Is the Difference? Using Contextualized Problems”. Mathematics Teaching in the Middle School 17, no. 8 (2012): 472-78. https://doi.org/10.5951/mathteacmiddscho.17.8.0472.
Tillema ES. What Is the Difference? Using Contextualized Problems. Mathematics Teaching in the Middle School. 2012;17(8):472-8.
Refrences
Title Journal Journal Categories Citations Publication Date
10.5951/MTMS.13.1.0046 2007
Radical Equations 2001
Citations
Title Journal Journal Categories Citations Publication Date
The dimensions of prospective elementary and middle school teachers’ problem posing for integer addition and subtraction Journal of Mathematics Teacher Education
  • Education: Theory and practice of education
  • Education
  • Social Sciences
 6 2020
Conceptual models for integer addition and subtraction International Journal of Mathematical Education in Science and Technology
  • Education: Theory and practice of education
 2019
El pensamiento multiplicativo de niños del pueblo indígena shipibo-konibo de Ucayali: una perspectiva piagetiana

 Educação e Pesquisa
  • Education: Education (General)
 2019
Citations Analysis
Category Category Repetition
Education: Theory and practice of education2
Education1
Social Sciences1
Education: Education (General)1
The category Education: Theory and practice of education 2 is the most commonly referenced area in studies that cite this article. The first research to cite this article was titled Conceptual models for integer addition and subtraction and was published in 2019. The most recent citation comes from a 2020 study titled The dimensions of prospective elementary and middle school teachers’ problem posing for integer addition and subtraction. This article reached its peak citation in 2019, with 2 citations. It has been cited in 3 different journals, 33% of which are open access. Among related journals, the Journal of Mathematics Teacher Education cited this research the most, with 1 citations. The chart below illustrates the annual citation trends for this article.
Citations used this article by year