Last update:
Sat Feb 1 09:41:42 MST 2025
Anonymous Editorial . . . . . . . . . . . . . . . 1--3
J. Randy McGinnis College Science, Mathematics, and
Methods Teaching Faculty Talk About
Science and Mathematics: An Examination
of Faculty Discourse in a Reform-Based
Teacher Preparation Program . . . . . . 5--38
Avi Hofstein and
Miriam Carmi and
Ruth Ben-Zvi The Development of Leadership among
Chemistry Teachers in Israel . . . . . . 39--65
Sunny S. U. Lee and
Barry J. Fraser and
Darrell L. Fisher Teacher--Student Interactions in Korean
High School Science Classrooms . . . . . 67--85
David Sade and
Richard K. Coll Technology and Technology Education:
Views of Some Solomon Island Primary
Teachers and Curriculum Development
Officers . . . . . . . . . . . . . . . . 87--114
Der-Ching Yang Teaching and Learning Number Sense ---
An Intervention Study of Fifth Grade
Students in Taiwan . . . . . . . . . . . 115--134
Anonymous Instructions for Authors . . . . . . . . 135--138
James Shymansky Editorial . . . . . . . . . . . . . . . 139--140
William F. McComas A Textbook Case of the Nature of
Science: Laws and Theories in the
Science of Biology . . . . . . . . . . . 141--155
Neil Taylor and
Barend Vlaardingerbroek and
Richard K. Coll Exploiting Curriculum Commonality in
Small Island States: Some Strategies for
Primary Science Curriculum Development
in the South Pacific . . . . . . . . . . 157--174
Winnie Wing-Mui So Learning Science through Investigations:
An Experience with Hong Kong Primary
School Children . . . . . . . . . . . . 175--200
Paul Andrews Opportunities to Learn in the Budapest
Mathematics Classroom . . . . . . . . . 201--225
Ruhama Even and
Naomi Robinson and
Miriam Carmeli The Work of Providers of Professional
Development for Teachers of Mathematics:
Two Case Studies of Experienced
Practitioners . . . . . . . . . . . . . 227--249
Anonymous Instructions for Authors . . . . . . . . 251--254
David F. Treagust Editorial . . . . . . . . . . . . . . . 255--257
Lolet Edwards and
Kola Soyibo Relationships among Selected Jamaican
Ninth-Graders' Variables and Knowledge
of Matter . . . . . . . . . . . . . . . 259--281
Kazuhiko Nunokawa and
Masashi Kuwayama Students' Appropriation Process of
Mathematical Ideas and Their Creation of
Hybrids of Old and New Ideas . . . . . . 283--309
Leonard A. Annetta and
Justin C. Matus Analysis of Satisfaction and Perceived
Learning of Science in Different
Distance Education Delivery Modes for
Rural Elementary School Teachers
Involved in a Professional Development
Project . . . . . . . . . . . . . . . . 311--331
Tarin H. Weiss and
Allan Feldman and
Dolly E. Pedevillano and
Brenda Capobianco The Implications of Culture and
Identity: A Professor's Engagement with
a Reform Collaborative . . . . . . . . . 333--356
Douglas Huffman and
Francis Lawrenz The Impact of a State Systemic
Initiative on U.S. Science Teachers and
Students . . . . . . . . . . . . . . . . 357--377
Anonymous Instructions for Authors . . . . . . . . 379--382
Fou-Lai Lin Editorial . . . . . . . . . . . . . . . 383--384
Anna Tsatsaroni and
Konstantinos Ravanis and
Anna Falaga Studying the recontextualisation of
science in pre-school classrooms:
Drawing on Bernstein's insights into
teaching and learning practices . . . . 385--417
Hsin-Ping Huang and
Larry D. Yore A comparative study of Canadian and
Taiwanese grade 5 children's
environmental behaviors, attitudes,
concerns, emotional dispositions, and
knowledge . . . . . . . . . . . . . . . 419--448
Grady Venville and
Léonie Rennie and
John Wallace Student understanding and application of
science concepts in the context of an
integrated curriculum setting . . . . . 449--475
Baohui Zhang and
Joseph S. Krajcik and
Leeann M. Sutherland and
Lei Wang and
Junming Wu and
Yangyi Qian Opportunities and challenges of China's
inquiry-based education reform in middle
and high schools: Perspectives of
science teachers and teacher educators 477--503
Myeong-Kyeong Shin and
Robert E. Yager and
Phil Seok Oh and
Mee-Kyeoung Lee Changes in science classrooms after
experiencing an international
professional staff development program 505--522
Stephen Lerman Editorial . . . . . . . . . . . . . . . 1--3
Nikita D. Patterson and
Karen S. Norwood A Case Study of Teacher Beliefs on
Students' Beliefs about Multiple
Representations . . . . . . . . . . . . 5--23
Kathie Black Science in the Trenches: An Exploration
of Four Pre-service Teachers' First
Attempts at Teaching Science in the
Classroom . . . . . . . . . . . . . . . 25--44
Gerry Corrigan and
Neil Taylor An Exploratory Study of the Effect a
Self-Regulated Learning Environment Has
on Pre-Service Primary Teachers'
Perceptions of Teaching Science and
Technology . . . . . . . . . . . . . . . 45--62
Chi-Chin Chin Museum Experience --- a Resource for
Science Teacher Education . . . . . . . 63--90
Din Yan Yip and
Ming Ming Chiu and
Esther Sui Chu Ho Hong Kong Student Achievement in
OECD--PISA Study: Gender Differences in
Science Content, Literacy Skills, and
Test Item Formats . . . . . . . . . . . 91--106
Anonymous Instructions for authors . . . . . . . . 107--110
Joel J. Mintzes and
Mei-Hung Chiu Understanding and Conceptual Change in
Science and Mathematics: An
International Agenda within a
Constructivist Framework . . . . . . . . 111--114
John K. Gilbert Models and Modelling: Routes to More
Authentic Science Education . . . . . . 115--130
Jing-Ru Wang Development and Validation of a Two-Tier
Instrument to Examine Understanding of
Internal Transport in Plants and the
Human Circulatory System . . . . . . . . 131--157
Chiung-Fen Yen and
Tsung-Wei Yao and
Yu-Chih Chiu Alternative Conceptions in Animal
Classification Focusing on Amphibians
and Reptiles: A Cross-Age Study . . . . 159--174
Sheau-Wen Lin Development and Application of a
Two-Tier Diagnostic Test for High School
Students' Understanding of Flowering
Plant Growth and Development . . . . . . 175--199
Peter W. Hewson Resources for Science Learning: Tools,
Tasks, and Environment . . . . . . . . . 201--225
Fou-Lai Lin and
Kai-Lin Yang and
Chuang-Yih Chen The Features and Relationships of
Reasoning, Proving and Understanding
Proof in Number Patterns . . . . . . . . 227--256
Jya-Yi Wu Yu and
Erh-Tsung Chin and
Chia-Jung Lin Taiwanese Junior High School Students'
Understanding about the Validity of
Conditional Statements . . . . . . . . . 257--285
Ron Tzur and
Marty Simon Distinguishing Two Stages of Mathematics
Conceptual Learning . . . . . . . . . . 287--304
Anton E. Lawson Conducting High Quality Educational
Research . . . . . . . . . . . . . . . . 1--5
Dimitrios Stamovlasis and
Georgios Tsaparlis Cognitive Variables in Problem Solving:
A Nonlinear Approach . . . . . . . . . . 7--32
Mercedes Lorenzo The Development, Implementation, and
Evaluation of a Problem Solving
Heuristic . . . . . . . . . . . . . . . 33--58
Deborah V. Mink and
Barry J. Fraser Evaluation of a K--5 Mathematics Program
Which Integrates Children's Literature:
Classroom Environment and Attitudes . . 59--85
Pradeep M. Dass Understanding the Nature of Scientific
Enterprise (NOSE) through a Discourse
with Its History: The Influence of an
Undergraduate `History of Science'
Course . . . . . . . . . . . . . . . . . 87--115
Shu-Nu Chang and
Mei-Hung Chiu The Development of Authentic Assessments
to Investigate Ninth Graders' Scientific
Literacy: In the Case of Scientific
Cognition Concerning the Concepts of
Chemistry and Physics . . . . . . . . . 117--140
Margaret Brunton and
Richard K. Coll Enhancing Technology Education by
Forming Links with Industry: A New
Zealand Case Study . . . . . . . . . . . 141--166
Romulo Campos Lins Editorial . . . . . . . . . . . . . . . 167--174
Yuh-Chyn Leu The Enactment and Perception of
Mathematics Pedagogical Values in an
Elementary Classroom: Buddhism,
Confucianism, and Curriculum Reform . . 175--212
Soikava Pauka and
David F. Treagust and
Bruce Waldrip Village Elders' and Secondary School
Students' Explanations of Natural
Phenomena in Papua New Guinea . . . . . 213--238
Kola Soyibo and
Jacqueline Pinnock Correlations among Six Learner Variables
and the Performance of a Sample of
Jamaican Eleventh-Graders on an
Achievement Test on Respiration . . . . 239--265
Howard Spinner and
Barry J. Fraser Evaluation of an Innovative Mathematics
Program in Terms of Classroom
Environment, Student Attitudes, and
Conceptual Development . . . . . . . . . 267--293
Shu-Chiu Liu Models of ``The Heavens and the Earth'':
An Investigation of German and Taiwanese
Students' Alternative Conceptions of the
Universe . . . . . . . . . . . . . . . . 295--325
Phil Seok Oh and
Myeong-Kyeong Shin Students' Reflections on Implementation
of Group Investigation in Korean
Secondary Science Classrooms . . . . . . 327--349
Pi-Jen Lin Using Research-Based Video-cases to Help
Pre-service Primary Teachers
Conceptualize a Contemporary View of
Mathematics Teaching . . . . . . . . . . 351--377
Judith A. Morrison and
Amy Roth McDuffie and
Valarie L. Akerson Preservice Teachers' Development and
Implementation of Science Performance
Assessment Tasks . . . . . . . . . . . . 379--406
J. Randy McGinnis and
Tad Watanabe and
Amy Roth McDuffie University Mathematics and Science
Faculty Modeling Their Understanding of
Reform Based Instruction in a Teacher
Preparation Program: Voices of Faculty
and Teacher Candidates . . . . . . . . . 407--428
Sung-Tao Lee and
Huann-Shyang Lin Using Argumentation to Investigate
Science Teachers' Teaching Practices:
The Perspective of Instructional
Decisions and Justifications . . . . . . 429--461
Sung-Lin Feng and
Hsiao-Lin Tuan Using ARCS Model to Promote 11th
Graders' Motivation and Achievement in
Learning about Acids and Bases . . . . . 463--484
Rachel Mamlok-Naaman and
Ruth Ben-Zvi and
Avi Hofstein and
Joseph Menis and
Sibel Erduran Learning Science through a Historical
Approach: Does It Affect the Attitudes
of Non--Science-Oriented Students
towards Science? . . . . . . . . . . . . 485--507
William C. Kyle, Jr. The Road from Rio to Johannesburg: Where
Are the Footpaths to/from Science
Education? . . . . . . . . . . . . . . . 1--18
Roberto Ribeiro Baldino and
Tânia Cristina B. Cabral Inclusion and Diversity from Hegelylacan
Point of View: Do We Desire Our Desire
for Change? . . . . . . . . . . . . . . 19--43
Ibtisam Azaiza and
Varda Bar and
Igal Galili Learning Electricity in Elementary
School . . . . . . . . . . . . . . . . . 45--71
Zangyuan Own The Application of an Adaptive Web-Based
Learning Environment on
Oxidation--Reduction Reactions . . . . . 73--96
Jacinta Dalgety and
Richard K. Coll Exploring First-Year Science Students'
Chemistry Self-Efficacy . . . . . . . . 97--116
Peter Sullivan and
Judith Mousley and
Robyn Zevenbergen Teacher Actions to Maximize Mathematics
Learning Opportunities in Heterogeneous
Classrooms . . . . . . . . . . . . . . . 117--143
Jinfa Cai and
Tao Wang U.S. and Chinese Teachers' Conceptions
and Constructions of Representations: A
Case of Teaching Ratio Concept . . . . . 145--186
Anna Tsatsaroni Mathematics and Science Education
Research against the Audit Culture . . . 187--193
William R. Veal and
Zachary Jackson Developing a Primary Science Methods
Classroom . . . . . . . . . . . . . . . 195--213
Dorothy Langley and
Bat-Sheva Eylon Probing High School Physics Students'
Views and Concerns about Learning
Activities . . . . . . . . . . . . . . . 215--239
S. V. Sharma High School Students Interpreting Tables
and Graphs: Implications for Research 241--268
Salih Çepni and
Esra Kele\cs Turkish Students' Conceptions about the
Simple Electric Circuits . . . . . . . . 269--291
Cristina Frade and
Oto Borges The Tacit-explicit Dimension of the
Learning of Mathematics: An
Investigation Report** . . . . . . . . . 293--317
Esther Levenson and
Dina Tirosh and
Pessia Tsamir Mathematically and practically-based
explanations: individual preferences and
sociomathematical norms . . . . . . . . 319--344
Vaille Dawson and
Patricia Forster and
Doug Reid Information Communication Technology
(ICT) integration in a science education
unit for preservice science teachers;
students' perceptions of their ICT
skills, knowledge and pedagogy . . . . . 345--363
Richard Kevin Coll and
Sadaquat Ali and
John Bonato and
David Rohindra Investigating First-Year Chemistry
Learning Difficulties in the South
Pacific: A Case Study from Fiji . . . . 365--390
Hui-Ju Huang Listening to the Language of
Constructing Science Knowledge . . . . . 391--415
Ruth Stavy and
Reuven Babai and
Pessia Tsamir and
Dina Tirosh and
Fou-Lai Lin and
Campbell McRobbie Are Intuitive Rules Universal? . . . . . 417--436
Gunnar Friege and
Gunter Lind Types and Qualities of Knowledge and
their Relations to Problem Solving in
Physics . . . . . . . . . . . . . . . . 437--465
Ibrahim Bilgin Promoting Pre-service Elementary
Students' Understanding of Chemical
Equilibrium through Discussions in Small
Groups . . . . . . . . . . . . . . . . . 467--484
Ng Wee Leng Effects of an Ancient Chinese
Mathematics Enrichment Programme on
Secondary School Students' Achievement
in Mathematics . . . . . . . . . . . . . 485--511
Cecilia Agudelo-Valderrama The growing gap between Colombian
education policy, official claims and
classroom realities: insights from
mathematics teachers' conceptions of
beginning algebra and its teaching
purpose . . . . . . . . . . . . . . . . 513--544
Pi-Jen Lin Conceptualizing teachers' understanding
of students' mathematical learning by
using assessment tasks* . . . . . . . . 545--580
Dietmar Küchemann and
Celia Hoyles Influences on Students' Mathematical
Reasoning and Patterns in its
Development: Insights from a
Longitudinal Study with Particular
Reference to Geometry . . . . . . . . . 581--608
Yan Zhu and
Lianghuo Fan Focus on the Representation of Problem
Types in Intended Curriculum: A
Comparison of Selected Mathematics
Textbooks from Mainland China and the
United States . . . . . . . . . . . . . 609--626
Reuven Babai and
Tali Brecher and
Ruth Stavy and
Dina Tirosh Intuitive Interference in Probabilistic
Reasoning . . . . . . . . . . . . . . . 627--639
Cathy Buntting and
Richard Kevin Coll and
Alison Campbell Student Views of Concept Mapping Use in
Introductory Tertiary Biology Classes 641--668
Kristina Zoldosova and
Pavol Prokop Analysis of Motivational Orientations in
Science Education . . . . . . . . . . . 669--688
Claudia von Aufschnaiter Process based investigations of
conceptual development: an explorative
study . . . . . . . . . . . . . . . . . 689--725
Lilia Halim and
Mohd Ali Samsudin and
T. Subahan M. Meerah and
Kamisah Osman Measuring Science Teachers' Stress Level
Triggered by Multiple Stressful
Conditions . . . . . . . . . . . . . . . 727--739
Reuven Lazarowitz and
Carl Lieb Formative Assessment Pre-Test to
Identify College Students' Prior
Knowledge, Misconceptions and Learning
Difficulties in Biology . . . . . . . . 741--762
Mridula D. Ranade Development of CAI Presentations for
Science Teaching and Overview of
Research Findings . . . . . . . . . . . 763--789
Muammer Çalik and
Alipa\csa Ayas and
Richard Kevin Coll Enhancing Pre-service Elementary
Teachers' Conceptual Understanding of
Solution Chemistry with Conceptual
Change Text . . . . . . . . . . . . . . 1--28
Ken Kawasaki Towards Worldview Education Beyond
Language--Culture Incommensurability . . 29--48
Joanne K. Olson Preservice teachers' thinking within a
research-based framework: what informs
decisions? . . . . . . . . . . . . . . . 49--83
Neil Taylor and
Gerry Corrigan New South Wales Primary School Teachers'
Perceptions of the Role of ICT in the
Primary Science Curriculum --- A Rural
and Regional Perspective . . . . . . . . 85--109
Fred Nyabuti Keraro and
Samuel W. Wachanga and
William Orora Effects of Cooperative Concept Mapping
Teaching Approach on Secondary School
Students' Motivation in Biology in Gucha
District, Kenya . . . . . . . . . . . . 111--124
Brian Hand and
Olivia Eun-mi Yang and
Crystal Bruxvoort Using Writing-to-Learn Science
Strategies to Improve Year 11 Students'
Understandings of Stoichiometry . . . . 125--143
Stephen J. Merrill To Again Feel the Creative Voice . . . . 145--164
Bryan James Moseley and
Yukari Okamoto and
Junichi Ishida Comparing US and Japanese Elementary
School Teachers' Facility for Linking
Rational Number Representations . . . . 165--185
Fou-Lai Lin and
Larry D. Yore and
Sharyl A. Yore Mentoring Makes a Difference . . . . . . 187--191
Revathy Parameswaran On Understanding the Notion of Limits
and Infinitesimal Quantities . . . . . . 193--216
Thierry Dana-Picard Motivating Constraints of a
Pedagogy-Embedded Computer Algebra
System . . . . . . . . . . . . . . . . . 217--235
Suat Khoh Lim-Teo and
Kwee Gek Chua and
Wai Kwong Cheang and
Joseph K. Yeo The Development of Diploma in Education
Student Teachers' Mathematics
Pedagogical Content Knowledge . . . . . 237--261
Barend Vlaardingerbroek and
T. G. Neil Taylor Upper Secondary School Physical Science
Curricula in New Zealand after the
National Qualifications Framework
Reforms . . . . . . . . . . . . . . . . 263--280
Joel Mintzes and
Heather J. Quinn Knowledge Restructuring in Biology:
Testing a Punctuated Model of Conceptual
Change . . . . . . . . . . . . . . . . . 281--306
Jing-Ru Wang Students' Thinking and Alternative
Conceptions of Transport Systems in
Plants: A Follow-up Study . . . . . . . 307--328
Eric N. Wiebe and
David A. Slykhuis and
Leonard A. Annetta Evaluating the Effectiveness of
Scientific Visualization In Two
PowerPoint Delivery Strategies on
Science Learning for Preservice Science
Teachers . . . . . . . . . . . . . . . . 329--348
Burcin Acar and
Leman Tarhan Effect of Cooperative Learning
Strategies on Students' Understanding of
Concepts in Electrochemistry . . . . . . 349--373
Keith S. Taber and
Kim Chwee Daniel Tan Exploring Learners' Conceptual
Resources: Singapore A Level Students'
Explanations in the Topic of Ionisation
Energy . . . . . . . . . . . . . . . . . 375--392
Din Yan Yip and
Wing Kwong Tsang Evaluation of the Effects of the Medium
of Instruction on Science Learning of
Hong Kong Secondary Students: Students'
Self-Concept in Science . . . . . . . . 393--413
Kathryn Scantlebury and
Dale Baker and
Ayumi Sugi and
Atsushi Yoshida and
Sibel Uysal Avoiding the Issue of Gender in Japanese
Science Education . . . . . . . . . . . 415--438
Peter Petocz and
Anna Reid and
Leigh N. Wood and
Geoff H. Smith and
Glyn Mather and
Ansie Harding and
Johann Engelbrecht and
Ken Houston and
Joel Hillel and
Gillian Perrett Undergraduate Students' Conceptions of
Mathematics: An International Study . . 439--459
Olavi Hakkarainen and
Maija Ahtee The Durability of Conceptual Change in
Learning the Concept of Weight in the
Case of a Pulley in Balance . . . . . . 461--482
Latifa Ouertatani and
Alain Dumon and
Malika Ayadi Trabelsi and
Mohamed Soudani Acids and Bases: The Appropriation of
the Arrhenius Model by Tunisian Grade 10
Students . . . . . . . . . . . . . . . . 483--506
Meredith Park Rogers and
Sandra Abell and
John Lannin and
Chia-Yu Wang and
Kusalin Musikul and
David Barker and
Shannon Dingman Effective Professional Development in
Science and Mathematics Education:
Teachers' and Facilitators' Views . . . 507--532
Iliada Elia and
Areti Panaoura and
Anastasia Eracleous and
Athanasios Gagatsis Relations Between Secondary Pupils'
Conceptions About Functions and Problem
Solving in Different Representations . . 533--556
Larry D. Yore and
David Pimm and
Hsiao-Lin Tuan Introduction and Acknowledgements . . . 557--558
Larry D. Yore and
David Pimm and
Hsiao-Lin Tuan The Literacy Component of Mathematical
and Scientific Literacy . . . . . . . . 559--589
John O. Anderson and
Huann-Shyang Lin and
David F. Treagust and
Shelley P. Ross and
Larry D. Yore Using Large-scale Assessment Datasets
for Research in Science and Mathematics
Education: Programme for International
Student Assessment (PISA) . . . . . . . 591--614
Murat Gunel and
Brian Hand and
Vaughan Prain Writing for Learning in Science: A
Secondary Analysis of Six Studies . . . 615--637
Pei-Ling Hsu and
Wen-Gin Yang Print and Image Integration of Science
Texts and Reading Comprehension: A
Systemic Functional Linguistics
Perspective . . . . . . . . . . . . . . 639--659
Peter Liljedahl Persona-Based Journaling: Striving for
Authenticity in Representing the
Problem-Solving Process . . . . . . . . 661--680
Tamsin Meaney Weighing up the Influence of Context on
Judgements of Mathematical Literacy . . 681--704
Janet Walter and
Christine Johnson Linguistic Invention and Semantic
Warrant Production: Elementary Teachers'
Interpretation of Graphs . . . . . . . . 705--727
Fou-Lai Lin and
Kai-Lin Yang The Reading Comprehension of Geometric
Proofs: The Contribution of Knowledge
and Reasoning . . . . . . . . . . . . . 729--754
Stephen Lerman Directions for Literacy Research in
Science and Mathematics Education . . . 755--759
Barend Vlaardingerbroek and
T. G. Neil Taylor Erratum: Vlaardingerbroek, B. & Taylor,
T. G. N. (2007). Upper secondary school
physical science curricula in New
Zealand after the national
qualifications framework reforms.
\booktitleInternational Journal of
Science and Mathematics Education, \bf
5, 263--280 . . . . . . . . . . . . . . 761--764
Hsiao-Lin Tuan and
Chi-Chin Chin and
Chi-Chung Tsai and
Su-Fey Cheng Erratum . . . . . . . . . . . . . . . . 765--765
Myeong-Kyeong Shin and
Robert E. Yager and
Phil Seok Oh and
Mee-Kyeoung Lee Erratum: Shin, M.-K., Yager, R. E., Oh,
Ph. S. & Lee, M.-K. (2005). Changes in
science classrooms after experiencing an
international professional staff
development program.
\booktitleInternational Journal of
Science and Mathematics Education \bf 1,
505--522 . . . . . . . . . . . . . . . . 767--767
Hui-Ju Huang and
Y. Kirk Lin Erratum: Huang., H.-J. (2006). Listening
to the language of constructing science
knowledge. \booktitleInternational
Journal of Science and Mathematics
Education, \bf 4, 391--415 . . . . . . . 769--769
Susan A. Everett and
Gail R. Luera and
Charlotte A. Otto Pre-Service Elementary Teachers Bridge
the Gap Between Research and Practice 1--17
Chia-Ju Liu and
Brady Michael Jack and
Houn-Lin Chiu Taiwan Elementary Teachers' Views of
Science Teaching Self-Efficacy and
Outcome Expectations . . . . . . . . . . 19--35
Vicente Mellado and
María Luisa Bermejo and
Lorenzo J. Blanco and
Constantino Ruiz The Classroom Practice of a Prospective
Secondary Biology Teacher and His
Conceptions of the Nature of Science and
of Teaching and Learning Science . . . . 37--62
Hsin-Kai Wu and
Ying-Shao Hsu and
Fu-Kwun Hwang Factors Affecting Teachers' Adoption of
Technology in Classrooms: Does School
Size Matter? . . . . . . . . . . . . . . 63--85
Isabel Escudero and
Victoria Sánchez A Mathematics Teachers' Perspective and
its Relationship to Practice . . . . . . 87--106
Derek Cheung Facilitating Chemistry Teachers to
Implement Inquiry-based Laboratory Work 107--130
Jennifer Anne Wilhelm and
Walter S. Smith and
Kendra L. Walters and
Sonya E. Sherrod and
Judith Mulholland Engaging Pre-Service Teachers in
Multinational, Multi-Campus Scientific
and Mathematical Inquiry . . . . . . . . 131--162
Catherine Martin-Dunlop and
Barry J. Fraser Learning Environment and Attitudes
Associated with an Innovative Science
Course Designed for Prospective
Elementary Teachers . . . . . . . . . . 163--190
Gabriel J. Stylianides Investigating the Guidance Offered to
Teachers in Curriculum Materials: The
Case of Proof in Mathematics . . . . . . 191--215
Larry D. Yore and
Stephen Lerman Metasyntheses of qualitative research
studies in mathematics and science
education . . . . . . . . . . . . . . . 217--223
King-Dow Su The Effects of a Chemistry Course with
Integrated Information Communication
Technologies on University Students'
Learning and Attitudes . . . . . . . . . 225--249
Harkirat S. Dhindsa Cultural Dimensions of the Learning
Environment in Brunei . . . . . . . . . 251--267
John Olive and
Günhan Ça\uglayan Learners' Difficulties with Quantitative
Units in Algebraic Word Problems and the
Teacher's Interpretation of those
Difficulties . . . . . . . . . . . . . . 269--292
Chokchai Yuenyong and
Alister Jones and
Naruemon Yutakom A Comparison of Thailand and New Zealand
Students' Ideas About Energy Related to
Technological and Societal Issues . . . 293--311
Mónica Vallejo-Ruiz and
Antonio Fernández-Cano and
Manuel Torralbo and
Alexander Maz and
Luis Rico History of Spanish Mathematics Education
Focusing on PhD Theses . . . . . . . . . 313--327
Angelia Reid-Griffin and
Glenda Carter Uncovering the Potential: The Role of
Technologies on Science Learning of
Middle School Students . . . . . . . . . 329--350
Michal Zion On line Forums as a `Rescue Net' in an
Open Inquiry Process . . . . . . . . . . 351--375
Michael Oehrtman and
Anton E. Lawson Connecting Science and Mathematics: The
Nature of Proof and Disproof in Science
and Mathematics . . . . . . . . . . . . 377--403
Anton E. Lawson and
Michael Oehrtman and
Jamie Jensen Connecting Science and Mathematics: The
Nature of Scientific and Statistical
Hypothesis Testing . . . . . . . . . . . 405--416
Debra Panizzon and
John Pegg Assessment Practices: Empowering
Mathematics and Science Teachers in
Rural Secondary Schools to Enhance
Student Learning . . . . . . . . . . . . 417--436
Brady Michael Jack and
Chia-Ju Liu and
Houn-Lin Chiu Taiwan elementary teachers' views of
science teaching self-efficacy and
outcome expectations . . . . . . . . . . 437--437
Bernard N. Githua and
Rachel Angela Nyabwa Effects of advance organiser strategy
during instruction on secondary school
students' mathematics achievement in
Kenya's Nakuru District . . . . . . . . 439--457
Jing-Ru Wang and
Sheau-Wen Lin Examining Reflective Thinking: A Study
of Changes in Methods Students'
Conceptions and Understandings of
Inquiry Teaching . . . . . . . . . . . . 459--479
Lena Löfgren and
Gustav Helldén Following Young Students' Understanding
of Three Phenomena in which
Transformations of Matter Occur . . . . 481--504
Salvador Llinares and
Ana Isabel Roig Secondary School Students' Construction
and Use of Mathematical Models in
Solving Word Problems . . . . . . . . . 505--532
Mikio Miyazaki Cognitive Incoherence of Students
Regarding the Establishment of
Universality of Propositions through
Experimentation/Measurement . . . . . . 533--558
Noor Azina Ismail and
Halimah Awang Differentials in Mathematics Achievement
among Eighth-Grade Students in Malaysia 559--571
Chanyah Dahsah and
Richard Kevin Coll Thai grade 10 and 11 students'
understanding of stoichiometry and
related concepts . . . . . . . . . . . . 573--600
Mira Kipnis and
Avi Hofstein The Inquiry Laboratory as a Source for
Development of Metacognitive Skills . . 601--627
Margareta Enghag and
Hans Niedderer Two Dimensions of Student Ownership of
Learning During Small-Group Work in
Physics . . . . . . . . . . . . . . . . 629--653
Hyunju Lee and
Sungah Bae Issues in Implementing a Structured
Problem-based Learning Strategy in a
Volcano Unit: A Case Study . . . . . . . 655--676
Anat Zohar and
Anna Gershikov Gender and Performance in Mathematical
Tasks: Does the Context Make a
Difference? . . . . . . . . . . . . . . 677--693
Thierry Dana-Picard and
Ivy Kidron Exploring the phase space of a system of
differential equations: different
mathematical registers . . . . . . . . . 695--717
Antti Savinainen and
Jouni Viiri The Force Concept Inventory as a Measure
of Students Conceptual Coherence . . . . 719--740
Jane M. Watson and
Ben A. Kelly Sample, Random and Variation: The
Vocabulary of Statistical Literacy . . . 741--767
Heinz Neber and
Jing He and
Bang-Xiang Liu and
Neville Schofield Chinese High-School Students in Physics
Classroom as Active, Self-Regulated
Learners: Cognitive, Motivational and
Environmental Aspects . . . . . . . . . 769--788
Der-Ching Yang and
Mao-neng Li and
Chih-I Lin A Study of the Performance of 5th
Graders in Number Sense and its
Relationship to Achievement in
Mathematics . . . . . . . . . . . . . . 789--807
Haluk Özmen and
Gökhan Demìrcìo\uglu and
Richard K. Coll A comparative study of the effects of a
concept mapping enhanced laboratory
experience on Turkish high school
students' understanding of acid-base
chemistry . . . . . . . . . . . . . . . 1--24
Jane M. Watson and
Ben A. Kelly Development of Student Understanding of
Outcomes Involving Two or More Dice . . 25--54
Mei-Shiu Chiu Approaches to the Teaching of Creative
and Non-Creative Mathematical Problems 55--79
Kostas Hatzikiriakou and
Panayiota Metallidou Teaching Deductive Reasoning to
Pre-service Teachers: Promises and
Constraints . . . . . . . . . . . . . . 81--101
Nada Chatila Afra and
Iman Osta and
Wassim Zoubeir Students' Alternative Conceptions about
Electricity and Effect of Inquiry-Based
Teaching Strategies . . . . . . . . . . 103--132
J. Lawrence Bencze and
G. Michael Bowen Student-teachers' Dialectically
Developed Motivation for Promoting
Student-led Science Projects . . . . . . 133--159
Simon Goodchild and
Barbro Grevholm An Exploratory Study of Mathematics Test
Results: What is the Gender Effect? . . 161--182
Robyn Zevenbergen and
Kelly Zevenbergen The Numeracies of Boatbuilding: New
Numeracies Shaped by Workplace
Technologies . . . . . . . . . . . . . . 183--206
Weishen Wu and
Huey-Por Chang and
Chorng-Jee Guo The Development of an Instrument for a
Technology-integrated Science Learning
Environment . . . . . . . . . . . . . . 207--233
Robert B. Prophet and
Nandkishor B. Badede Language and Student Performance in
Junior Secondary Science Examinations:
The Case of Second Language Learners in
Botswana . . . . . . . . . . . . . . . . 235--251
Constantine Skordoulis and
Theodore Vitsas and
Vassilis Dafermos and
Eugenia Koleza The System of Coordinates as an Obstacle
in Understanding the Concept of
Dimension . . . . . . . . . . . . . . . 253--272
Sule Bayraktar Misconceptions of Turkish Pre-Service
Teachers about Force and Motion . . . . 273--291
Robert E. Bleicher Variable Relationships among Different
Science Learners in Elementary
Science-Methods Courses . . . . . . . . 293--313
Christoph Randler and
Franz X. Bogner Efficacy of Two Different Instructional
Methods Involving Complex Ecological
Content . . . . . . . . . . . . . . . . 315--337
Nicholas Emepue and
Kola Soyibo Correlations Among Five Demographic
Variables and the Performance of
Selected Jamaican 11th-graders on Some
Numerical Problems on Energy . . . . . . 339--361
Ngai-Ying Wong and
Chi-Chung Lam and
XuHua Sun and
Anna Mei Yan Chan From ``exploring the middle zone'' to
``constructing a bridge'': experimenting
in the spiral bianshi mathematics
curriculum . . . . . . . . . . . . . . . 363--382
Der-Ching Yang and
Robert E. Reys and
Barbara J. Reys Number Sense Strategies Used by
Pre-Service Teachers in Taiwan . . . . . 383--403
Hagar Gal and
Fou-Lai Lin and
Jia-Ming Ying Listen to the silence: the left-behind
phenomenon as seen through classroom
videos and teachers' reflections . . . . 405--429
Eunice Kolitsoe Moru Epistemological obstacles in coming to
understand the limit of a function at
undergraduate level: a case from the
National University of Lesotho . . . . . 431--454
Margareta Enghag and
Peter Gustafsson and
Gunnar Jonsson Talking Physics during Small-Group Work
with Context-Rich Problems Analysed from
an Ownership Perspective . . . . . . . . 455--472
Po-Hung Liu History as a platform for developing
college students' epistemological
beliefs of mathematics . . . . . . . . . 473--499
Yu-Ling Tsai and
Ching-Kuch Chang Using combinatorial approach to improve
students' learning of the distributive
law and multiplicative identities . . . 501--531
Yìldìz Güven The Factors Related to Preschool
Children and Their Mothers on Children's
Intuitional Mathematics Abilities . . . 533--549
Chuan-Ju Lin and
Pi-Hsia Hung and
Su-Wei Lin and
Bor-Hung Lin and
Fou-Lai Lin The power of learning goal orientation
in predicting student mathematics
achievement . . . . . . . . . . . . . . 551--573
Jeff C. Marshall and
Robert Horton and
Brent L. Igo and
Deborah M. Switzer K--12 Science and Mathematics Teachers'
Beliefs About and Use of Inquiry in the
Classroom . . . . . . . . . . . . . . . 575--596
Zvia Kaberman and
Yehudit Judy Dori Question Posing, Inquiry, and Modeling
Skills of Chemistry Students in the
Case-Based Computerized Laboratory
Environment . . . . . . . . . . . . . . 597--625
Yaron Schur and
Igal Galili Thinking Journey- a New Mode of Teaching
Science . . . . . . . . . . . . . . . . 627--646
Kenneth Ruthven and
Michael Reiss Call for outline paper proposals for a
special issue on enhancing the
participation, engagement, and
achievement of young people in science
and mathematics education . . . . . . . 647--649
Muammer Çalik and
Alipa\csa Ayas and
Richard K. Coll Investigating the effectiveness of an
analogy activity in improving students'
conceptual change for solution chemistry
concepts . . . . . . . . . . . . . . . . 651--676
Laura J. Moin and
Kathleen Magiera and
Naomi Zigmond Instructional activities and group work
in the us inclusive high school
co-taught science class . . . . . . . . 677--697
Jenaro Guisasola and
Jose Manuel Almudi and
Mikel Ceberio and
Jose Luis Zubimendi Designing and evaluating research-based
instructional sequences for introducing
magnetic fields . . . . . . . . . . . . 699--722
Allyson Holbrook and
Lisa Panozza and
Elena Prieto Engineering in children's fiction- not a
good story? . . . . . . . . . . . . . . 723--740
Lene Mòller Madsen and
Carl Winslòw Relations between teaching and research
in physical geography and mathematics at
research-intensive universities . . . . 741--763
Iliada Elia and
Athanasios Gagatsis and
Areti Panaoura and
Theodosis Zachariades and
Fotini Zoulinaki Geometric and algebraic approaches in
the concept of ``limit'' and the impact
of the ``didactic contract'' . . . . . . 765--790
Tzu-Chien Liu and
Yi-Chun Lin and
Chin-Chung Tsai Identifying senior high school students'
misconceptions about statistical
correlation, and their possible causes:
an exploratory study using concept
mapping with interviews . . . . . . . . 791--820
Michael P. Clough and
Craig A. Berg and
Joanne K. Olson Promoting effective science teacher
education and science teaching: a
framework for teacher decision-making 821--847
Robert E. Bleicher and
Joan S. Lindgren Erratum: Variable relationships among
different science learners in elementary
science-methods courses . . . . . . . . 849--849
Petros Kariotoglou and
Anna Spyrtou and
Vassilis Tselfes How student teachers understand distance
force interactions in different contexts 851--873
Ornit Spektor-Levy and
Bat-Sheva Eylon and
Zahava Scherz Teaching scientific communication skills
in science studies: does it make a
difference? . . . . . . . . . . . . . . 875--903
Dionne I. Cross Creating optimal mathematics learning
environments: combining argumentation
and writing to enhance achievement . . . 905--930
Konrad J. Schönborn and
Susanne Bögeholz Knowledge transfer in biology and
translation across external
representations: experts' views and
challenges for learning . . . . . . . . 931--955
Ruhama Even and
Tova Kvatinsky Approaches to teaching mathematics in
lower-achieving classes . . . . . . . . 957--985
Ling L. Liang and
Sufen Chen and
Xian Chen and
Osman Nafiz Kaya and
April Dean Adams and
Monica Macklin and
Jazlin Ebenezer Preservice teachers' views about nature
of scientific knowledge development: an
international collaborative study . . . 987--1012
Jung Chih Chen and
Barbara J. Reys and
Robert E. Reys Analysis of the learning expectations
related to grade 1--8 measurement in
some countries . . . . . . . . . . . . . 1013--1031
Hezekiah Ukegbu Emereole Learners' and teachers' conceptual
knowledge of science processes: the case
of Botswanao . . . . . . . . . . . . . . 1033--1056
Eunice Kolitsoe Moru Epistemological obstacles in coming to
understand the limit of a function at
undergraduate level: a case from the
National University of Lesotho . . . . . 1057--1059
Zangyuan Own The Application of an Adaptive,
Web-based Learning Environment on
Oxidation-reduction Reactions . . . . . 1--23
Wee Leng Ng Effects of an Ancient Chinese
Mathematics Enrichment Programme on
Secondary School Students' Achievement
in Mathematics . . . . . . . . . . . . . 25--50
\.Ismet \cSahin Curriculum assessment: constructivist
primary mathematics curriculum in Turkey 51--72
Chunlian Jiang and
Boon Liang Chua Strategies for solving three
fraction-related word problems on speed:
a comparative study between Chinese and
Singaporean students . . . . . . . . . . 73--96
Donna F. Berlin and
Arthur L. White Preservice mathematics and science
teachers in an integrated teacher
preparation program for grades 7--12: a
3-year study of attitudes and
perceptions related to integration . . . 97--115
Amal Hussain Alajmi and
Robert Reys Examining eighth grade Kuwaiti students'
recognition and interpretation of
reasonable answers . . . . . . . . . . . 117--139
David F. Treagust and
A. L. Chandrasegaran and
Julianne Crowley and
Benny H. W. Yung and
Irene P.-A. Cheong and
Jazilah Othman Evaluating students' understanding of
kinetic particle theory concepts
relating to the states of matter,
changes of state and diffusion: a
cross-national study . . . . . . . . . . 141--164
Alipa\csa Ayas and
Haluk Özmen and
Muammer Çalik Students' conceptions of the particulate
nature of matter at secondary and
tertiary level . . . . . . . . . . . . . 165--184
Reuven Babai and
Hanna Zilber and
Ruth Stavy and
Dina Tirosh The effect of intervention on accuracy
of students' responses and reaction
times to geometry problems . . . . . . . 185--201
Reuven Babai Piagetian cognitive level and the
tendency to use intuitive rules when
solving comparison tasks . . . . . . . . 203--221
Carl-Johan Rundgren and
Lena A. E. Tibell Critical features of visualizations of
transport through the cell membrane ---
an empirical study of upper secondary
and tertiary students' meaning ---
making of a still image and an animation 223--246
Alandeom W. Oliveira Developing elementary teachers'
understanding of the discourse structure
of inquiry-based science classrooms . . 247--269
Yu-Liang (Aldy) Chang A case study of elementary beginning
mathematics teachers' efficacy
development . . . . . . . . . . . . . . 271--297
Jeff C. Marshall and
Julie Smart and
Robert M. Horton The design and validation of equip: an
instrument to assess inquiry-based
instruction . . . . . . . . . . . . . . 299--321
Eunice Kolitsoe Moru and
Jan Persens and
Trygve Breiteig Investigating a possible gap between
students' expectations and perceptions:
the case of a pre-entry science program 323--348
Samuel Obara and
Margaret Sloan Classroom experiences with new
curriculum materials during the
implementation of performance standards
in mathematics: a case study of teachers
coping with change . . . . . . . . . . . 349--372
John O. Anderson and
Mei-Hung Chiu and
Larry D. Yore First cycle of Pisa (2000--2006) ---
international perspectives on successes
and challenges: research and policy
directions . . . . . . . . . . . . . . . 373--388
Heidi Knipprath What Pisa tells us about the quality and
inequality of Japanese education in
mathematics and science . . . . . . . . 389--408
Esther Sui Chu Ho Family influences on science learning
among Hong Kong adolescents: what we
learned from Pisa . . . . . . . . . . . 409--428
Andrew McConney and
Laura B. Perry Science and mathematics achievement in
Australia: the role of school
socioeconomic composition in educational
equity and effectiveness . . . . . . . . 429--452
Todd Milford and
Shelley P. Ross and
John O. Anderson An opportunity to better understand
schooling: the growing presence of Pisa
in the Americas* . . . . . . . . . . . . 453--473
Lorraine Gilleece and
Jude Cosgrove and
Nick Sofroniou Equity in mathematics and science
outcomes: characteristics associated
with high and low achievement on Pisa
2006 in Ireland . . . . . . . . . . . . 475--496
Liesje Coertjens and
Jelle Boeve-de Pauw and
Sven De Maeyer and
Peter Van Petegem Do schools make a difference in their
students' environmental attitudes and
awareness? Evidence from Pisa 2006 . . . 497--522
Milan Kubiatko and
Katerina Vlckova The relationship between ICT use and
science knowledge for Czech students: a
secondary analysis of Pisa 2006 . . . . 523--543
Knut Neumann and
Hans E. Fischer and
Alexander Kauertz From Pisa to educational standards: the
impact of large--scale assessments on
science education in Germany . . . . . . 545--563
Jens Dolin and
Lars Brian Krogh The relevance and consequences of Pisa
science in a Danish context . . . . . . 565--592
Larry D. Yore and
John O. Anderson and
Mei-Hung Chiu Moving PISA Results into the Policy
Arena: Perspectives on Knowledge
Transfer for Future Considerations and
Preparations . . . . . . . . . . . . . . 593--609
Kalle Juuti and
Jari Lavonen and
Anna Uitto and
Reijo Byman and
Veijo Meisalo Science teaching methods preferred by
grade 9 students in Finland . . . . . . 611--632
M. Jenice Goldston and
Jeanelle Bland Day and
Cheryl Sundberg and
John Dantzler Psychometric analysis of a 5e learning
cycle lesson plan assessment instrument 633--648
Murat Bursal Turkish preservice elementary teachers'
self-efficacy beliefs regarding
mathematics and science teaching . . . . 649--666
Sri Rahayu and
Masakazu Kita An analysis of Indonesian and Japanese
students' understandings of macroscopic
and submicroscopic levels of
representing matter and its changes . . 667--688
Koun-Tem Sun and
Ching-Ling Lin and
Sheng-Min Wang A $3$-D virtual reality model of the Sun
and the Moon for e-learning at
elementary schools . . . . . . . . . . . 689--710
Xi Chen and
Yeping Li Instructional coherence in Chinese
mathematics classroom --- a case study
of lessons on fraction division . . . . 711--735
Gokhan Ozdemir Exploring visuospatial thinking in
learning about mineralogy: spatial
orientation ability and spatial
visualization ability . . . . . . . . . 737--759
Maria Giallousi and
Vassilios Gialamas and
Nicolas Spyrellis and
Evangelia A. Pavlatou Development, validation, and use of a
Greek-language questionnaire for
assessing learning environments in grade
10 chemistry classes . . . . . . . . . . 761--782
Afif Zeidan The relationship between grade 11
Palestinian attitudes toward biology and
their perceptions of the biology
learning environment . . . . . . . . . . 783--800
Jing-Ru Wang and
Yuh-Chao Wang and
Hsin-Jung Tai and
Wen-Ju Chen Investigating the effectiveness of
inquiry-based instruction on students
with different prior knowledge and
reading abilities . . . . . . . . . . . 801--820
Miyoung Hong and
Nam-Hwa Kang South Korean and the US secondary school
science teachers' conceptions of
creativity and teaching for creativity 821--843
Bryce Thomas Battisti and
Nikki Hanegan and
Richard Sudweeks and
Rex Cates Using item response theory to conduct a
distracter analysis on conceptual
inventory of natural selection . . . . . 845--868
Ioannis Papadopoulos ``Reinventing'' techniques for the
estimation of the area of irregular
plane figures: from the eighteenth
century to the modern classroom . . . . 869--890
Pattawan Narjaikaew and
Narumon Emarat and
Kwan Arayathanitkul and
Bronwen Cowie Magnetism teaching sequences based on an
inductive approach for first-year Thai
university science students . . . . . . 891--910
Jen-Min Chang and
Huei Lee and
Chiung-Fen Yen Alternative conceptions about burning
held by Atayal indigene students in
Taiwan . . . . . . . . . . . . . . . . . 911--935
Chun-Yi Lee and
Yuan Yuan Gender differences in the relationship
between Taiwanese adolescents'
mathematics attitudes and their
perceptions toward virtual manipulatives 937--950
Christine D. Tippett Refutation text in science education: a
review of two decades of research . . . 951--970
Wayne Melville Curriculum reform and a science
department: a Bourdieuian analysis . . . 971--991
Shu-Sheng Lin and
Joel J. Mintzes Learning argumentation skills through
instruction in socioscientific issues:
the effect of ability level . . . . . . 993--1017
Saouma B. BouJaoude and
Murad E. Jurdak Integrating physics and math through
microcomputer-based laboratories (MBL):
effects on discourse type, quality, and
mathematization . . . . . . . . . . . . 1019--1047
Donna Kotsopoulos An analysis of talking aloud during peer
collaborations in mathematics . . . . . 1049--1070
Michal Tabach and
Ruthi Barkai and
Pessia Tsamir and
Dina Tirosh and
Tommy Dreyfus and
Esther Levenson Verbal justification --- is it a proof?
Secondary school teachers' perceptions 1071--1090
Joanne Edmondston and
Vaille Dawson and
Renato Schibeci Are students prepared to communicate? A
case study of an Australian degree
course in biotechnology . . . . . . . . 1091--1108
Yi-Yin Ko Mathematics teachers' conceptions of
proof: implications for educational
research . . . . . . . . . . . . . . . . 1109--1129
Michal Ayalon and
Ruhama Even Mathematics educators' views on the role
of mathematics learning in developing
deductive reasoning . . . . . . . . . . 1131--1154
Barry Biddlecomb and
Martha Carr A longitudinal study of the development
of mathematics strategies and underlying
counting schemes . . . . . . . . . . . . 1--24
Mirjam Ebersbach and
Wim Van Dooren and
Lieven Verschaffel Knowledge on accelerated motion as
measured by implicit and explicit tasks
in 5 to 16 year olds . . . . . . . . . . 25--46
Chow-Chin Lu and
Yueh-Yun Chen and
Chen-Wei Chen A correlative study of CD-ROM picture
books in classrooms and school
children's formation of descriptive
concepts . . . . . . . . . . . . . . . . 47--67
Dacheng Zhao and
Michael Singh Why do Chinese--Australian students
outperform their Australian peers in
mathematics: a comparative case study 69--87
Joanna O. Masingila and
Samson M. Muthwii and
Patrick M. Kimani Understanding students' out-of-school
mathematics and science practice . . . . 89--108
Kok-Sing Tang Reassembling curricular concepts: a
multimodal approach to the study of
curriculum and instruction . . . . . . . 109--135
Chap Sam Lim and
Norma Presmeg Teaching mathematics in two languages: a
teaching dilemma of Malaysian Chinese
primary schools . . . . . . . . . . . . 137--161
Matthew T. McCrudden and
Montana K. McCormick and
Erin M. McTigue Do the spatial features of an adjunct
display that readers complete while
reading affect their understanding of a
complex system? . . . . . . . . . . . . 163--185
Berinderjeet Kaur Mathematics homework: a study of three
grade eight classrooms in Singapore . . 187--206
Mijung Kim and
Wolff-Michael Roth and
Jennifer Thom Children's gestures and the embodied
knowledge of geometry . . . . . . . . . 207--238
Michael Reiss and
Kenneth Ruthven Enhancing the participation, engagement
and achievement of young people in
science and mathematics education:
introduction . . . . . . . . . . . . . . 239--241
Jennifer DeWitt and
Louise Archer and
Jonathan Osborne and
Justin Dillon and
Beatrice Willis and
Billy Wong High aspirations but low progression:
the science aspirations--careers paradox
amongst minority ethnic students . . . . 243--271
Michael Reiss and
Celia Hoyles and
Tamjid Mujtaba and
Bijan Riazi-Farzad and
Melissa Rodd and
Shirley Simon and
Fani Stylianidou Understanding participation rates in
post-16 mathematics and physics:
conceptualising and operationalising the
upmap project . . . . . . . . . . . . . 273--302
Emma Smith and
Sandra Cooke `I was told it was going to be hard work
but i wasn't told it was going to be
this much work': the experiences and
aspirations of undergraduate science
students . . . . . . . . . . . . . . . . 303--326
Douglas P. Newton and
Lynn D. Newton Engaging science: pre-service primary
school teachers' notions of engaging
science lessons . . . . . . . . . . . . 327--345
Bronwen Cowie and
Alister Jones and
Kathrin Otrel-Cass Re-engaging students in science: issues
of assessment, funds of knowledge and
sites for learning . . . . . . . . . . . 347--366
Kim Beswick Putting context in context: an
examination of the evidence for the
benefits of `contextualised' tasks . . . 367--390
Christine Howe and
Terezinha Nunes and
Peter Bryant Rational number and proportional
reasoning: using intensive quantities to
promote achievement in mathematics and
science . . . . . . . . . . . . . . . . 391--417
Kenneth Ruthven Using international study series and
meta-analytic research syntheses to
scope pedagogical development aimed at
improving student attitude and
achievement in school mathematics and
science . . . . . . . . . . . . . . . . 419--458
Melissa L. Shirley and
Karen E. Irving and
Vehbi A. Sanalan and
Stephen J. Pape and
Douglas T. Owens The practicality of implementing
connected classroom technology in
secondary mathematics and science
classrooms . . . . . . . . . . . . . . . 459--481
Andrew Noyes and
Geoff Wake and
Pat Drake Widening and increasing post-16
mathematics participation: pathways,
pedagogies and politics . . . . . . . . 483--501
Joanna Higgins and
Ro Parsons Improving outcomes in mathematics in New
Zealand: a dynamic approach to the
policy process . . . . . . . . . . . . . 503--522
Ayelet Baram-Tsabari and
Anat Yarden Quantifying the gender gap in science
interests . . . . . . . . . . . . . . . 523--550
William J. Boone and
Sandra K. Abell and
Mark J. Volkmann and
Fran Arbaugh and
John K. Lannin Evaluating selected perceptions of
science and mathematics teachers in an
alternative certification program . . . 551--569
Sulaiman M. Al-Balushi Students' evaluation of the credibility
of scientific models that represent
natural entities and phenomena . . . . . 571--601
Yüksel Dede Mathematics education values
questionnaire for Turkish preservice
mathematics teachers: design,
validation, and results . . . . . . . . 603--626
Gultekin Cakmakci and
Ozge Tosun and
Sebnem Turgut and
Sefika Orenler and
Kubra Sengul and
Gokce Top Promoting an inclusive image of
scientists among students: towards
research evidence-based practice . . . . 627--655
William Medina-Jerez and
Kyndra V. Middleton and
Walter Orihuela-Rabaza Using the DAST-C to explore Colombian
and Bolivian students' images of
scientists . . . . . . . . . . . . . . . 657--690
Brian Hemmings and
Peter Grootenboer and
Russell Kay Predicting mathematics achievement: the
influence of prior achievement and
attitudes . . . . . . . . . . . . . . . 691--705
Detlef Urhahne and
Kerstin Kremer and
Juergen Mayer Conceptions of the nature of science ---
are they general or context specific? 707--730
May May Hung Cheng Form and structure of Chinese characters
and children's understanding of science 731--749
Kyeong-Hwa Lee Modelling of and conjecturing on a
soccer ball in a Korean eighth grade
mathematics classroom . . . . . . . . . 751--769
Aviva Klieger and
Nurit Bar-Yossef Professional development of science
teachers as a reflection of large-scale
assessment . . . . . . . . . . . . . . . 771--791
Rose M. Marra and
Fran Arbaugh and
John Lannin and
Sandra Abell and
Mark Ehlert and
Rena Smith and
Dominike Merle-Johnson and
Meredith Park Rogers Orientations to professional development
design and implementation: understanding
their relationship to PD outcomes across
multiple projects . . . . . . . . . . . 793--816
Joshua Gisemba Bagaka's The role of teacher characteristics and
practices on upper secondary school
students' mathematics self-efficacy in
Nyanza Province of Kenya: a multilevel
analysis . . . . . . . . . . . . . . . . 817--842
Eva Kellner and
Annica Gullberg and
Iiris Attorps and
Ingvar Thorén and
Roy Tärneberg Prospective teachers' initial
conceptions about pupils' difficulties
in science and mathematics: a potential
resource in teacher education . . . . . 843--866
Tammy Eisenmann and
Ruhama Even Enacted types of algebraic activity in
different classes taught by the same
teacher . . . . . . . . . . . . . . . . 867--891
Meredith A. Park Rogers and
Dionne I. Cross and
Melissa Sommerfeld Gresalfi and
Amy E. Trauth-Nare and
Gayle A. Buck First year implementation of a
project-based learning approach: the
need for addressing teachers'
orientations in the era of reform . . . 893--917
Limin Chen and
Wim Van Dooren and
Qi Chen and
Lieven Verschaffel An investigation on Chinese teachers'
realistic problem posing and problem
solving ability and beliefs . . . . . . 919--948
Yeping Li Elementary teachers' thinking about a
good mathematics lesson . . . . . . . . 949--973
Recai Akkus and
Brian Hand Examining teachers' struggles as they
attempt to implement dialogical
interaction as part of promoting
mathematical reasoning within their
classrooms . . . . . . . . . . . . . . . 975--998
Kathryn Rhoads and
Iuliana Radu and
Keith Weber The teacher internship experiences of
prospective high school mathematics
teachers . . . . . . . . . . . . . . . . 999--1022
Mercedes García and
Salvador Llinares and
Gloria Sánchez-Matamoros Characterizing thematized derivative
schema by the underlying emergent
structures . . . . . . . . . . . . . . . 1023--1045
Canan Nakibo\uglu and
H. Esra Yildirir Analysis of Turkish high school
chemistry textbooks and
teacher-generated questions about gas
laws . . . . . . . . . . . . . . . . . . 1047--1071
Dominic Voyer Performance in mathematical problem
solving as a function of comprehension
and arithmetic skills . . . . . . . . . 1073--1092
Joe Champion and
Frieda Parker and
Bernadette Mendoza-Spencer and
Ann Wheeler College algebra students' attitudes
toward mathematics in their careers . . 1093--1110
Jeonghee Nam and
Aeran Choi and
Brian Hand Implementation of the science writing
heuristic (swh) approach in 8th grade
science classrooms . . . . . . . . . . . 1111--1133
Jun-Young Oh Using an enhanced conflict map in the
classroom (photoelectric effect) based
on Lakatosian heuristic principle
strategies . . . . . . . . . . . . . . . 1135--1166
Kiran Chhokar and
Shweta Dua and
Neil Taylor and
Edward Boyes and
Martin Stanisstreet Indian secondary students' views about
global warming: beliefs about the
usefulness of actions and willingness to
act . . . . . . . . . . . . . . . . . . 1167--1188
Yan Zhu and
Frederick K. S. Leung Motivation and achievement: is there an
East Asian model? . . . . . . . . . . . 1189--1212
Huey-Por Chang and
Chin-Chang Chen and
Gwo-Jen Guo and
Yeong-Jin Cheng and
Chen-Yung Lin and
Tsung-Hau Jen The development of a competence scale
for learning science: inquiry and
communication . . . . . . . . . . . . . 1213--1233
Anne Beerenwinkel and
Ilka Parchmann and
Cornelia Gräsel Conceptual change texts in chemistry
teaching: a study on the particle model
of matter . . . . . . . . . . . . . . . 1235--1259
Ivy Kidron Constructing knowledge about the notion
of limit in the definition of the
horizontal asymptote . . . . . . . . . . 1261--1279
Susanne Engström and
Peter Gustafsson and
Hans Niedderer Content for teaching sustainable energy
systems in physics at upper secondary
school . . . . . . . . . . . . . . . . . 1281--1304
Iyad Dkeidek and
Rachel Mamlok-Naaman and
Avi Hofstein Effect of culture on high-school
students' question--asking ability
resulting from an inquiry--oriented
chemistry laboratory . . . . . . . . . . 1305--1331
Johnson M. Changeiywo and
P. W. Wambugu and
S. W. Wachanga Investigations of students' motivation
towards learning secondary school
physics through mastery learning
approach . . . . . . . . . . . . . . . . 1333--1350
Douglas Jay Lynch and
Hernando Trujillo Motivational beliefs and learning
strategies in organic chemistry . . . . 1351--1365
Shu-Fen Lin and
Wen-Hua Chang and
Yeong-Jing Cheng The perceived usefulness of teachers'
guides for science teachers . . . . . . 1367--1389
Yilmaz Saglam and
Emre Harun Karaaslan and
Alipasa Ayas The impact of contextual factors on the
use of students' conceptions . . . . . . 1391--1413
Carmen Fies and
Juliet Langman Bridging worlds: measuring learners'
discursive practice in a PARTSIM
supported biology lesson . . . . . . . . 1415--1438
Sri Rahayu and
A. L. Chandrasegaran and
David F. Treagust and
Masakazu Kita and
Suhadi Ibnu Understanding acid--base concepts:
evaluating the efficacy of a senior high
school student--centred instructional
program in Indonesia . . . . . . . . . . 1439--1458
Avi Hofstein and
Ingo Eilks and
Rodger Bybee Societal issues and their importance for
contemporary science education -- a
pedagogical justification and the
state--of-the-art in Israel, Germany,
and the USA . . . . . . . . . . . . . . 1459--1483
Kim Beswick Erratum to: Putting context in context:
an examination of the evidence for the
benefits of `contextualised' tasks . . . 1485--1486
James A. Shymansky and
Tzu-Ling Wang and
Leonard A. Annetta and
Larry D. Yore and
Susan A. Everett How much professional development is
needed to effect positive gains in K--6
student achievement on high stakes
science tests? . . . . . . . . . . . . . 1--19
Ridwan Maulana and
Marie-Christine Opdenakker and
Perry den Brok and
Roel J. Bosker Teacher--student interpersonal behavior
in secondary mathematics classes in
Indonesia . . . . . . . . . . . . . . . 21--47
Hamide Dogan Emotion, Confidence, Perception and
Expectation Case of Mathematics . . . . 49--69
Mijung Kim and
Heesook Yoon and
Young Rae Ji and
Jinwoong Song The dynamics of learning science in
everyday contexts: a case study of
everyday science class in Korea . . . . 71--97
Leigh N. Wood and
Glyn Mather and
Peter Petocz and
Anna Reid and
Johann Engelbrecht and
Ansie Harding and
Ken Houston and
Geoff H. Smith and
Gillian Perrett University students' views of the role
of mathematics in their future . . . . . 99--119
Pattamaporn Pimthong and
Naruemon Yutakom and
Vantipa Roadrangka and
Sudjid Sanguanruang and
Bronwen Cowie and
Beverley Cooper Teaching and learning about matter in
grade 6 classrooms: a conceptual change
approach . . . . . . . . . . . . . . . . 121--137
Naomi Robinson and
Roza Leikin One teacher, two lessons: the lesson
study process . . . . . . . . . . . . . 139--161
Mei-Shiu Chiu Identification and assessment of
Taiwanese children's conceptions of
learning mathematics . . . . . . . . . . 163--191
Renee Cole and
Nicole Becker and
Marcy Towns and
George Sweeney and
Megan Wawro and
Chris Rasmussen Adapting a methodology from mathematics
education research to chemistry
education research: documenting
collective activity . . . . . . . . . . 193--211
Anne Watson and
Els De Geest Learning coherent mathematics through
sequences of microtasks: making a
difference for secondary learners . . . 213--235
Fou-Lai Lin Editorial transition to the second
decade of ijsme . . . . . . . . . . . . 237--240
Vivien Mweene Chabalengula and
Martie Sanders and
Frackson Mumba Diagnosing students' understanding of
energy and its related concepts in
biological context . . . . . . . . . . . 241--266
Cory T. Forbes and
Elizabeth A. Davis Operationalizing identity in action: a
comparative study of direct versus
probabilistic measures of curricular
role identity for inquiry-based science
teaching . . . . . . . . . . . . . . . . 267--292
Ali Ebrahim The effect of cooperative learning
strategies on elementary students'
science achievement and social skills in
Kuwait . . . . . . . . . . . . . . . . . 293--314
Bruce M. Shore and
Tanya Chichekian and
Cassidy A. Syer and
Mark W. Aulls and
Carl H. Frederiksen Planning, enactment, and reflection in
inquiry-based learning: validating the
Mcgill Strategic Demands of Inquiry
Questionnaire . . . . . . . . . . . . . 315--337
Helen L. Chick and
Robyn Pierce Teaching for statistical literacy:
utilising affordances in real-world data 339--362
Gulcin Tan-Sisman and
Meral Aksu The length measurement in the Turkish
mathematics curriculum: its potential to
contribute to students' learning . . . . 363--385
Nelofer Halai Developing understanding of innovative
strategies of teaching science through
action research: a qualitative
meta-synthesis from Pakistan . . . . . . 387--415
Tolga Gok The impact of peer instruction on
college students' beliefs about physics
and conceptual understanding of
electricity and magnetism . . . . . . . 417--436
Tzu-Chiang Lin and
Ying-Shao Hsu and
Shu-Sheng Lin and
Maio-Li Changlai and
Kun-Yuan Yang and
Ting-Ling Lai A review of empirical evidence on
scaffolding for science education . . . 437--455
Michael R. Vitale and
Nancy R. Romance Using in-depth science instruction to
accelerate student achievement in
science and reading comprehension in
grades 1--2 . . . . . . . . . . . . . . 457--472
Nadya Rizk and
Lama Jaber and
Sarah Halwany and
Saouma BouJaoude Epistemological beliefs in science: an
exploratory study of Lebanese university
students' epistemologies . . . . . . . . 473--496
Mageswary Karpudewan and
Zurida Ismail and
Wolff-Michael Roth The efficacy of a green chemistry
laboratory-based pedagogy: changes in
environmental values of Malaysia
pre-service teachers . . . . . . . . . . 497--529
Charlotte A. Otto and
Susan A. Everett and
Richard H. Moyer and
Paul W. Zitzewitz Using a state teacher certification test
to assess an inquiry-based science
education program . . . . . . . . . . . 531--552
Chang-Hua Chen and
Michele D. Crockett and
Takayuki Namikawa and
Johndamaseni Zilimu and
Sun Hee Lee Eighth grade mathematics teachers'
formative assessment practices in
SES-different classrooms: a Taiwan study 553--579
Rachel Mamlok-Naaman and
Ingo Eilks Different types of action research to
promote chemistry teachers' professional
development --- a joined theoretical
reflection on two cases from Israel and
Germany . . . . . . . . . . . . . . . . 581--610
Mei-Shiu Chiu Differential psychological processes
underlying the skill-development model
and self-enhancement model across
mathematics and science in 28 countries 611--642
Richard Lawrence Lamb and
Leonard Annetta and
Jeannette Meldrum and
David Vallett Measuring science interest: Rasch
validation of the Science Interest
Survey . . . . . . . . . . . . . . . . . 643--668
Liliane Dionne and
Giuliano Reis and
Louis Trudel and
Gabriel Guillet and
Leonard Kleine and
Corina Hancianu Students' sources of motivation for
participating in science fairs: an
exploratory study within the Canada-Wide
Science Fair 2008 . . . . . . . . . . . 669--693
Shaljan Areepattamannil First- and second--generation immigrant
adolescents' multidimensional
mathematics and science self-concepts
and their achievement in mathematics and
science . . . . . . . . . . . . . . . . 695--716
Shuhua An and
Zhonghe Wu Enhancing mathematics teachers'
knowledge of students' thinking from
assessing and analyzing misconceptions
in homework . . . . . . . . . . . . . . 717--753
Anonymous Introduction to the Special Issue . . . 755--757
Anonymous 2013 International Journal for Science
and Mathematics Education . . . . . . . 759--761
Reuven Babai and
Rachel Rosanne Eidelman and
Ruth Stavy Preactivation of inhibitory control
mechanisms hinders intuitive reasoning 763--775
Georgios Tsitsipis and
Dimitrios Stamovlasis and
George Papageorgiou A probabilistic model for students'
errors and misconceptions on the
structure of matter in relation to three
cognitive variables . . . . . . . . . . 777--802
Constanta Olteanu and
Lucian Olteanu Improvement of effective communication
--- the case of subtraction . . . . . . 803--826
Nantawan Nantawanit and
Bhinyo Panijpan and
Pintip Ruenwongsa Promoting students' conceptual
understanding of plant defense responses
using the fighting plant learning unit
(fplu) . . . . . . . . . . . . . . . . . 827--864
Mohan Chinnappan and
Madduma B. Ekanayake and
Christine Brown Knowledge use in the construction of
geometry proof by Sri Lankan students 865--887
Brady Michael Jack and
Chia-Ju Liu and
Houn-Lin Chiu and
Chun-Yen Tsai Measuring the confidence of 8th grade
Taiwanese students' knowledge of acids
and bases . . . . . . . . . . . . . . . 889--905
Yan Zhu and
Frederick Koon Shing Leung Homework and mathematics achievement in
Hong Kong: evidence from the TIMSS 2003 907--925
Giovanna Scataglini-Belghitar and
John Mason Establishing Appropriate Conditions:
Students Learning to Apply a Theorem . . 927--953
Jing-Ru Wang and
Shin-Feng Chen and
Reuy-Fen Tsay and
Ching-Ting Chou and
Sheau-Wen Lin and
Huey-Lien Kao Developing a test for assessing
elementary students' comprehension of
science texts . . . . . . . . . . . . . 955--973
Raimo Kaasila and
Markku S. Hannula and
Anu Laine ``My personal relationship towards
mathematics has necessarily not changed
but \ldots'': analyzing preservice
teachers' mathematical identity talk . . 975--995
Anonymous 2013 International Journal for Science
and Mathematics Education . . . . . . . 997--999
John M. Francisco and
Markus Hähkiöniemi Students' ways of reasoning about
nonlinear functions in guess-my-rule
games . . . . . . . . . . . . . . . . . 1001--1021
Marina Palla and
Despina Potari and
Panagiotis Spyrou Secondary school students' understanding
of mathematical induction: structural
characteristics and the process of proof
construction . . . . . . . . . . . . . . 1023--1045
Kim A. Cheek Students' understanding of large numbers
as a key factor in their understanding
of geologic time . . . . . . . . . . . . 1047--1069
Othman N. Alsawaie Number sense-based strategies used by
high-achieving sixth grade students who
experienced reform textbooks . . . . . . 1071--1097
Johanna Leppavirta Assessing undergraduate students'
conceptual understanding and confidence
of electromagnetics . . . . . . . . . . 1099--1117
Helen Georgiou and
Manjula Devi Sharma University students' understanding of
thermal physics in everyday contexts . . 1119--1142
Tim Jacobbe Elementary school teachers'
understanding of the mean and median . . 1143--1161
Rachel A. Louis and
Jean M. Mistele The differences in scores and
self-efficacy by student gender in
mathematics and science . . . . . . . . 1163--1190
Bruce Waldrip and
Vaughan Prain Developing an understanding of ions in
junior secondary school chemistry . . . 1191--1213
Ze Wang and
Steven J. Osterlind and
David A. Bergin Building mathematics achievement models
in four countries using TIMSS 2003 . . . 1215--1242
Michiel Doorman and
Paul Drijvers and
Koeno Gravemeijer and
Peter Boon and
Helen Reed Tool use and the development of the
function concept: from repeated
calculations to functional thinking . . 1243--1267
Ying Tao and
Mary Oliver and
Grady Venville Long-term outcomes of early childhood
science education: insights from a
cross-national comparative case study on
conceptual understanding of science . . 1269--1302
Mehmet Aydeniz and
Aybuke Pabuccu and
Pinar Seda Cetin and
Ebru Kaya Argumentation and students' conceptual
understanding of properties and
behaviors of gases . . . . . . . . . . . 1303--1324
Ding Teng Sia and
David F. Treagust and
A. L. Chandrasegaran High school students' proficiency and
confidence levels in displaying their
understanding of basic electrolysis
concepts . . . . . . . . . . . . . . . . 1325--1345
Sunitadevi Velayutham and
Jill M. Aldridge and
Barry Fraser Gender differences in student motivation
and self-regulation in science learning:
a multi-group structural equation
modeling analysis . . . . . . . . . . . 1347--1368
Ernest Afari and
Jill M. Aldridge and
Barry J. Fraser Effectiveness of using games in
tertiary-level mathematics classrooms 1369--1392
Maja Planinic and
Zeljka Milin-Sipus and
Helena Katic and
Ana Susac and
Lana Ivanjek Comparison of student understanding of
line graph slope in physics and
mathematics . . . . . . . . . . . . . . 1393--1414
Feral Ogan-Bekiroglu and
Handan Eskin Examination of the relationship between
engagement in scientific argumentation
and conceptual knowledge . . . . . . . . 1415--1443
Leicha A. Bragg Testing the effectiveness of
mathematical games as a pedagogical tool
for children's learning . . . . . . . . 1445--1467
Carmel M. Diezmann and
Tom Lowrie Learning to think spatially: what do
students `see' in numeracy test items? 1469--1490
Anonymous Call for papers . . . . . . . . . . . . 1491--1492
Eleanor Abrams and
Peter Charles Taylor and
Chorng-Jee Guo Contextualizing culturally relevant
science and mathematics teaching for
indigenous learning . . . . . . . . . . 1--21
Emilia Z. de F. Afonso Nhalevilo Rethinking the history of inclusion of
iks in school curricula: endeavoring to
legitimate the subject . . . . . . . . . 23--42
Joanna Kidman and
Chiung-Fen Yen and
Eleanor Abrams Indigenous students' experiences of the
hidden curriculum in science education:
a cross-national study in New Zealand
and Taiwan . . . . . . . . . . . . . . . 43--64
Bal Chandra Luitel Mathematics as an im/pure knowledge
system: symbiosis, (w)holism and synergy
in mathematics education . . . . . . . . 65--87
Paul Webb Xhosa indigenous knowledge: stakeholder
awareness, value, and choice . . . . . . 89--110
Michael Middleton and
Juliann Dupuis and
Judy Tang Classrooms and culture: the role of
context in shaping motivation and
identity for science learning in
indigenous adolescents . . . . . . . . . 111--141
Younkyeong Nam and
Gillian Roehrig and
Anne Kern and
Bree Reynolds Perceptions and practices of culturally
relevant science teaching in American
Indian classrooms . . . . . . . . . . . 143--167
Peter Grootenboer and
Peter Sullivan Remote indigenous students'
understandings of measurement . . . . . 169--189
Jennifer L. H. Kuwahara Impacts of a place-based science
curriculum on student place attachment
in Hawaiian and Western cultural
institutions at an urban high school in
Hawai'i . . . . . . . . . . . . . . . . 191--212
Chih-Hsien Huang and
Fou-Lai Lin Using activity theory to model the
Taiwan Atayal students' classroom
mathematical activity . . . . . . . . . 213--236
Vicente C. Handa and
Deborah J. Tippins Tensions in the third space: locating
relevancy in preservice science teacher
preparation . . . . . . . . . . . . . . 237--265
Joanna Kidman and
Chiung-Fen Yen and
Eleanor Abrams Erratum to: Indigenous Students'
Experiences of the Hidden Curriculum in
Science Education: A Cross-National
Study in New Zealand and Taiwan . . . . 267--267
Huann-shyang Lin Call for papers . . . . . . . . . . . . 269--270
Linda Hobbs Teaching `out-of-field' as a
boundary-crossing event: factors shaping
teacher identity . . . . . . . . . . . . 271--297
Susan Gomez Zwiep and
Babette M. Benken Exploring teachers' knowledge and
perceptions across mathematics and
science through content-rich learning
experiences in a professional
development setting . . . . . . . . . . 299--324
Ismo Koponen and
Maija Nousiainen Pre-service physics teachers'
understanding of the relational
structure of physics concepts:
organising subject contents for purposes
of teaching . . . . . . . . . . . . . . 325--357
Minkee Kim and
Jari Lavonen and
Kalle Juuti and
Jack Holbrook and
Miia Rannikmäe Teacher's reflection of inquiry teaching
in Finland before and during an
in-service program: examination by a
progress model of collaborative
reflection . . . . . . . . . . . . . . . 359--383
Winnie Wing-mui So Connecting mathematics in primary
science inquiry projects . . . . . . . . 385--406
Galit Hagay and
Ayelet Baram-Tsabari and
Ran Peleg The co-authored curriculum: high--school
teachers' reasons for including
students' extra--curricular interests in
their teaching . . . . . . . . . . . . . 407--431
Mustafa Sami Topcu Preservice teachers' epistemological
beliefs in physics, chemistry, and
biology: a mixed study . . . . . . . . . 433--458
Michelle L. Peters Examining the relationships among
classroom climate, self-efficacy, and
achievement in undergraduate
mathematics: a multi-level analysis . . 459--480
Helen J. Forgasz and
Janelle C. Hill Factors implicated in high mathematics
achievement . . . . . . . . . . . . . . 481--499
Amani K. Hamdan Alghamdi and
Misfer Saud Al-Salouli Saudi elementary school science
teachers' beliefs: teaching science in
the new millennium . . . . . . . . . . . 501--525
Meng-Jung Tsai Erratum to: Call for papers . . . . . . 527--527
Laura J. Pyzdrowski and
Ye Sun and
Reagan Curtis and
David Miller and
Gary Winn and
Robin A. M. Hensel Readiness and attitudes as indicators
for success in college calculus . . . . 529--554
Nesli Kala and
Fatma Yaman and
Alipa\csa Ayas The effectiveness of
predict--observe--explain technique in
probing students' understanding about
acid--base chemistry: a case for the
concepts of pH, pOH, and strength . . . 555--574
Tsung-Hau Jen and
Che-Di Lee and
Chin-Lung Chien and
Ying-Shao Hsu and
Kuan-Ming Chen Perceived social relationships and
science learning outcomes for Taiwanese
eighth graders: structural equation
modeling with a complex sampling
consideration . . . . . . . . . . . . . 575--600
Gyoungho Lee and
Jinseog Yi Where cognitive conflict arises from?:
The structure of creating cognitive
conflict . . . . . . . . . . . . . . . . 601--623
Margareta Enghag and
Jonas Forsman and
Cedric Linder and
Allan MacKinnon and
Ellen Moons Using a disciplinary discourse lens to
explore how representations afford
meaning making in a typical wave physics
course . . . . . . . . . . . . . . . . . 625--650
Ibrahim Bayazit Quality of the tasks in the new Turkish
elementary mathematics textbooks: the
case of proportional reasoning . . . . . 651--682
Eun-Jung Park and
Kyunghee Choi Analysis of student understanding of
science concepts including mathematical
representations: pH values and the
relative differences of pH values . . . 683--706
Sulaiman M. Al-Balushi The relationship between learners'
distrust of scientific models, their
spatial ability, and the vividness of
their mental images . . . . . . . . . . 707--732
A\clesja \vSapkova Study on Latvian mathematics teachers'
espoused beliefs about teaching and
learning and reported practices . . . . 733--759
Elise Burny and
Martin Valcke and
Annemie Desoete and
Johannes E. Hans Van Luit Curriculum sequencing and the
acquisition of clock-reading skills
among Chinese and Flemish children . . . 761--785
Anonymous Call for Papers Introduction to the
Special Issue . . . . . . . . . . . . . 787--788
Sigrid Blömeke and
Feng-Jui Hsieh and
William H. Schmidt Introduction to this special issue . . . 789--793
Sigrid Blömeke and
Ute Suhl and
Martina Döhrmann Assessing strengths and weaknesses of
teacher knowledge in Asia, Eastern
Europe, and Western countries:
differential item functioning in TEDS-M 795--817
Feng-Jui Hsieh and
Khoon Yoong Wong and
Ting-Ying Wang Are Taiwanese and Singaporean future
teachers similar in their
mathematics-related teaching
competencies? . . . . . . . . . . . . . 819--846
Ting-Ying Wang and
Shu-Jyh Tang Profiles of opportunities to learn for
TEDS-M future secondary mathematics
teachers . . . . . . . . . . . . . . . . 847--877
María C. Cañadas and
Pedro Gómez and
Luis Rico Structure of primary mathematics teacher
education programs in Spain . . . . . . 879--894
Christin Laschke Effects of future mathematics teachers'
affective, cognitive and
socio-demographic characteristics on
their knowledge at the end of the
teacher education in Germany and Taiwan 895--921
Feng-Jui Hsieh Strengthening the conceptualization of
mathematics pedagogical content
knowledge for international studies: a
Taiwanese perspective . . . . . . . . . 923--947
Nils Buchholtz and
Gabriele Kaiser Improving mathematics teacher education
in Germany: empirical results from a
longitudinal evaluation of innovative
programs . . . . . . . . . . . . . . . . 949--977
Silvija Markic and
Ingo Eilks Potential changes in prospective
chemistry teachers' beliefs about
teaching and learning --- a cross-level
study . . . . . . . . . . . . . . . . . 979--998
Johannes König First comes the theory, then the
practice? On the acquisition of general
pedagogical knowledge during initial
teacher education . . . . . . . . . . . 999--1028
Sigrid Blömeke and
Patricia Klein When is a school environment perceived
as supportive by beginning mathematics
teachers? Effects of leadership, trust,
autonomy and appraisal on teaching
quality . . . . . . . . . . . . . . . . 1029--1048
Roza Leikin and
Mark Leikin and
Ilana Waisman and
Shelley Shaul Effect of the presence of external
representations on accuracy and reaction
time in solving mathematical
double-choice problems by students of
different levels of instruction . . . . 1049--1066
Giuliano Reis and
Richard Barwell The interactional accomplishment of not
knowing in elementary school science and
mathematics: implications for classroom
performance assessment practices . . . . 1067--1085
Esther Levenson and
Hagar Gal Insights from a teacher professional
development course: rona's changing
perspectives regarding
mathematically-talented students . . . . 1087--1114
Lovisa Sumpter Themes and Interplay of Beliefs in
Mathematical Reasoning . . . . . . . . . 1115--1135
Pasi Nieminen and
Antti Savinainen and
Jouni Viiri Gender differences in learning of the
concept of force, representational
consistency, and scientific reasoning 1137--1156
Mohamed A. Shahat and
Annika Ohle and
David F. Treagust and
Hans E. Fischer Design, development and validation of a
model of problem solving for Egyptian
science classes . . . . . . . . . . . . 1157--1181
Shaljan Areepattamannil and
Berinderjeet Kaur Factors predicting science achievement
of immigrant and non-immigrant students:
a multilevel analysis . . . . . . . . . 1183--1207
Jennifer Wilhelm and
Shirley Matteson and
Xiaobo She Investigating preservice teachers'
understanding of balance concepts
utilizing a clinical interview method
and a virtual tool . . . . . . . . . . . 1209--1231
Shu-Mey Yu and
Larry D. Yore Quality, Evolution, and Positional
Change of University Students'
Argumentation Patterns About Organic
Agriculture During an
Argument--Critique--Argument Experience 1233--1254
Wayne Melville and
Anthony Bartley and
Xavier Fazio Scaffolding the inquiry continuum and
the constitution of identity . . . . . . 1255--1273
Christine Lotter and
Jan A. Yow and
Thomas T. Peters Building a community of practice around
inquiry instruction through a
professional development program . . . . 1--23
Julia Wadouh and
Ning Liu and
Angela Sandmann and
Birgit J. Neuhaus The effect of knowledge linking levels
in biology lessons upon students'
knowledge structure . . . . . . . . . . 25--47
Hayat Hokayem and
Christina Schwarz Engaging fifth graders in scientific
modeling to learn about evaporation and
condensation . . . . . . . . . . . . . . 49--72
Emily Lin and
Qingmin Shi Exploring individual and school-related
factors and environmental literacy:
comparing U.S. and Canada using Pisa
2006 . . . . . . . . . . . . . . . . . . 73--97
Adelina Alegria Supporting English language learners in
the science classroom through critical
pedagogy . . . . . . . . . . . . . . . . 99--121
Lin Ding Long live traditional textbook
problems!? --- Constraints on faculty
use of research-based problems in
introductory courses . . . . . . . . . . 123--144
Iram Siraj-Blatchford and
Kwi-Ok Nah A comparison of the pedagogical
practices of mathematics education for
young children in England and South
Korea . . . . . . . . . . . . . . . . . 145--165
Kwaku Adu-Gyamfi and
Michael J. Bossé Processes and reasoning in
representations of linear functions . . 167--192
Bi Ying Hu and
Sarah Quebec Fuentes and
Chun Yan Wang and
Feiwei Ye A case study of the implementation of
Chinese kindergarten mathematics
curriculum . . . . . . . . . . . . . . . 193--217
Osman Cankoy Interlocked problem posing and
children's problem posing performance in
free structured situations . . . . . . . 219--238
Huann-shyang Lin Erratum . . . . . . . . . . . . . . . . 239--239
Yueh-Nu Hung ``What are you looking at?'' An eye
movement exploration in science text
reading . . . . . . . . . . . . . . . . 241--260
William Romine and
Troy D. Sadler and
Morgan Presley and
Michelle L. Klosterman Student interest in technology and
science (sits) survey: development,
validation, and use of a new instrument 261--283
Brigitte Seybold and
Thomas Braunbeck and
Christoph Randler Primate conservation --- an evaluation
of two different educational programs in
Germany . . . . . . . . . . . . . . . . 285--305
Emily Schoerning The Effect of Plain-English Vocabulary
on Student Achievement and Classroom
Culture in College Science Instruction 307--327
Ingrid S. Weiland and
Rick A. Hudson and
Julie M. Amador Preservice formative assessment
interviews: the development of competent
questioning . . . . . . . . . . . . . . 329--352
Jun-Young Oh Understanding the alternative
conceptions of pre-service secondary
science teachers about tidal phenomena
based on Toulmin's argumentation . . . . 353--370
Tamjid Mujtaba and
Michael J. Reiss A survey of psychological, motivational,
family and perceptions of physics
education factors that explain
15-year-old students' aspirations to
study physics in post-compulsory English
schools . . . . . . . . . . . . . . . . 371--393
Kamisah Osman and
Tien Tien Lee Impact of interactive multimedia module
with pedagogical agents on students'
understanding and motivation in the
learning of electrochemistry . . . . . . 395--421
Ruthanne Tobin and
Christine D. Tippett Possibilities and potential barriers:
learning to plan for differentiated
instruction in elementary science . . . 423--443
Junjun Chen and
Bronwen Cowie Scientists talking to students through
videos . . . . . . . . . . . . . . . . . 445--465
O. Roger Anderson and
Bradley C. Love and
Meng-Jung Tsai Neuroscience Perspectives for Science
and Mathematics Learning in
Technology-Enhanced Learning
Environments . . . . . . . . . . . . . . 467--474
O. Roger Anderson Progress in application of the
neurosciences to an understanding of
human learning: the challenge of finding
a middle-ground neuroeducational theory 475--492
Nicola Ariasi and
Lucia Mason From covert processes to overt outcomes
of refutation text reading: the
interplay of science text structure and
working memory capacity through eye
fixations . . . . . . . . . . . . . . . 493--523
Hsin Ning Jessie Ho and
Meng-Jung Tsai and
Ching-Yeh Wang and
Chin-Chung Tsai Prior knowledge and online inquiry-based
science reading: evidence from eye
tracking . . . . . . . . . . . . . . . . 525--554
Ana Susac and
Andreja Bubic and
Jurica Kaponja and
Maja Planinic and
Marijan Palmovic Eye movements reveal students'
strategies in simple equation solving 555--577
Yi-Chun Chen and
Fang-Ying Yang Probing the relationship between process
of spatial problems solving and science
learning: an eye tracking approach . . . 579--603
John Jr-Hung Lin and
Sunny S. J. Lin Cognitive load for configuration
comprehension in computer-supported
geometry problem solving: an eye
movement perspective . . . . . . . . . . 605--627
Chia-Ju Liu and
Wen-Wei Chiang Theory, method and practice of
neuroscientific findings in science
education . . . . . . . . . . . . . . . 629--646
Anderson Norton and
Kirby Deater-Deckard Mathematics in mind, brain, and
education: a neo-Piagetian approach . . 647--667
Ilana Waisman and
Mark Leikin and
Shelley Shaul and
Roza Leikin Brain activity associated with
translation between graphical and
symbolic representations of functions in
generally gifted and excelling in
mathematics adolescents . . . . . . . . 669--696
Chia-Ju Liu and
Wen-Wei Chiang Erratum to: Theory, method and practice
of neuroscientific findings in science
education . . . . . . . . . . . . . . . 697--697
Erdat Cataloglu and
Salih Ates The effects of cognitive styles on
na\"\ive impetus theory application
degrees of pre-service science teachers 699--719
M'hamed Tighezza Modeling relationships among learning,
attitude, self-perception, and science
achievement for grade 8 Saudi students 721--740
Sutopo and
Bruce Waldrip Impact of a representational approach on
students' reasoning and conceptual
understanding in learning mechanics . . 741--765
Siham Al-Amoush and
Silvija Markic and
Muhammet Usak and
Mehmet Erdogan and
Ingo Eilks Beliefs about chemistry teaching and
learning --- a comparison of teachers'
and student teachers' beliefs from
Jordan, Turkey and Germany . . . . . . . 767--792
Judith A. Morrison Scientists' participation in teacher
professional development: the impact on
fourth to eighth grade teachers'
understanding and implementation of
inquiry science . . . . . . . . . . . . 793--816
M. Adlim Bandang and
Soewarno S and
Hasbi Ali and
Armia Ibrahim and
Hasmunir Umar and
Khairil Ismail and
Usman A. Gani and
Ishak Hasan and
Burhanuddin Yasin Assessing chemistry-learning
competencies of students in isolated
rural senior high schools by using the
national examination: a case study of
Simeulue Island, Indonesia . . . . . . . 817--839
Mercy Kazima Universal basic education and the
provision of quality mathematics in
Southern Africa . . . . . . . . . . . . 841--858
Nellie Verhoef and
David Tall and
Fer Coenders and
Daan van Smaalen The complexities of a lesson study in a
Dutch situation: mathematics teacher
learning . . . . . . . . . . . . . . . . 859--881
Daniel Lee McGee and
Rafael Martinez-Planell A study of semiotic registers in the
development of the definite integral of
functions of two and three variables . . 883--916
Francesca Ferrara How multimodality works in mathematical
activity: young children graphing motion 917--939
Kay Owens Diversifying our perspectives on
mathematics about space and geometry: an
ecocultural approach . . . . . . . . . . 941--974
Mi Yeon Lee and
Amy J. Hackenberg Relationships between fractional
knowledge and algebraic reasoning: the
case of Willa . . . . . . . . . . . . . 975--1000
Shu-Chiu Liu and
Huann-shyang Lin Undergraduate students' science-related
ideas as embedded in their environmental
worldviews . . . . . . . . . . . . . . . 1001--1021
Shu-Sheng Lin Science and non-science undergraduate
students' critical thinking and
argumentation performance in reading a
science news report . . . . . . . . . . 1023--1046
Lydia Kyei-Blankson Training math and science
teacher-researchers in a collaborative
research environment: implications for
math and science education . . . . . . . 1047--1065
Silin Wei and
Xiufeng Liu and
Yuane Jia Using Rasch measurement to validate the
instrument of students' understanding of
models in science (sums) . . . . . . . . 1067--1082
Mehmet Aydeniz and
Kader Bilican What do scientists know about the nature
of science? A case study of novice
scientists' views of NOS . . . . . . . . 1083--1115
Mahbub Sarkar and
Deborah Corrigan Bangladeshi science teachers'
perspectives of scientific literacy and
teaching practices . . . . . . . . . . . 1117--1141
Noemi Waight Technology knowledge: high school
science teachers' conceptions of the
nature of technology . . . . . . . . . . 1143--1168
Zainol Badli Budiman and
Lilia Halim and
Subahan Mohd Meerah and
Kamisah Osman The effects of cognitive conflict
management on cognitive development and
science achievement . . . . . . . . . . 1169--1195
Jing-Wen Lin Elementary school teachers' knowledge of
model functions and modeling processes:
a comparison of science and non-science
majors . . . . . . . . . . . . . . . . . 1197--1220
Marsha Ing Gender differences in the influence of
early perceived parental support on
student mathematics and science
achievement and stem career attainment 1221--1239
Cynthia S. Paul and
Sheila R. Vaidya An urban middle school case study of
mathematics achievement . . . . . . . . 1241--1260
Jehanzeb R. Cheema and
Anastasia Kitsantas Influences of disciplinary classroom
climate on high school student
self-efficacy and mathematics
achievement: a look at gender and
racial--ethnic differences . . . . . . . 1261--1279
Sharareh Majidi A comparison between the knowledge
organization of university physics
teachers and the textbooks they use for
their teaching purposes: Biot-Savart Law
and Amp\`ere's Law . . . . . . . . . . . 1281--1314
Muammer Çalik and
Burçin Turan and
Richard Kevin Coll A cross-age study of elementary student
teachers' scientific habits of mind
concerning socioscientific issues . . . 1315--1340
Rafi' Safadi and
Edit Yerushalmi Problem solving vs. troubleshooting
tasks: the case of sixth-grade students
studying simple electric circuits . . . 1341--1366
Makomosela Qhobela and
Eunice Kolitsoe Moru Examining secondary school physics
teachers' beliefs about teaching and
classroom practices in Lesotho as a
foundation for professional development 1367--1392
Sungmin Im and
Ok-Ja Kim An approach to teach science to students
with limited language proficiency: in
the case of students with hearing
impairment . . . . . . . . . . . . . . . 1393--1406
Xavier Fazio and
Tiffany L. Gallagher Morphological development levels of
science content vocabulary: implications
for science-based texts in elementary
classrooms . . . . . . . . . . . . . . . 1407--1423
Anna Uitto Interest, attitudes and self-efficacy
beliefs explaining upper-secondary
school students' orientation towards
biology--related careers . . . . . . . . 1425--1444
Ismail Yüksel Impact of activity-based mathematics
instruction on students with different
prior knowledge and reading abilities 1445--1468
Rebecca Ambrose and
Marta Molina Spanish/English bilingual students'
comprehension of arithmetic story
problem texts . . . . . . . . . . . . . 1469--1496
Kai-Lin Yang An exploratory study of Taiwanese
mathematics teachers' conceptions of
school mathematics, school statistics,
and their differences . . . . . . . . . 1497--1518
Qian Chen Using TIMSS 2007 data to build
mathematics achievement model of fourth
graders in Hong Kong and Singapore . . . 1519--1545
Gustavo Martinez-Sierra Good mathematics teaching from Mexican
high school students' perspective . . . 1547--1573
Chun-Ting Chen and
Hsiao-Ching She The effectiveness of scientific inquiry
with/without integration of scientific
reasoning . . . . . . . . . . . . . . . 1--20
Patrice Potvin and
Steve Masson and
Stéphanie Lafortune and
Guillaume Cyr Persistence of the intuitive conception
that heavier objects sink more: a
reaction time study with different
levels of interference . . . . . . . . . 21--43
Zeger-Jan Kock and
Ruurd Taconis and
Sanneke Bolhuis and
Koeno Gravemeijer Creating a culture of inquiry in the
classroom while fostering an
understanding of theoretical concepts in
direct current electric circuits: a
balanced approach . . . . . . . . . . . 45--69
Do-Yong Park and
Cindy Logsdon Effects of Modeling Instruction on
Descriptive Writing and Observational
Skills in Middle School . . . . . . . . 71--94
Mehmet C. Ayar and
Mehmet Aydeniz and
Bugrahan Yalvac Analyzing science activities in force
and motion concepts: a design of an
immersion unit . . . . . . . . . . . . . 95--121
Mun Yee Lai and
Sara Murray Hong Kong grade 6 students' performance
and mathematical reasoning in decimals
tasks: procedurally based or
conceptually based? . . . . . . . . . . 123--149
Ian Jones and
Malcolm Swan and
Alastair Pollitt Assessing mathematical problem solving
using comparative judgement . . . . . . 151--177
Sevil Arìcìand Fatma Aslan-Tutak The effect of origami-based instruction
on spatial visualization, geometry
achievement, and geometric reasoning . . 179--200
Inés Ma Gómez-Chacón and
Alain Kuzniak Spaces for geometric work: figural,
instrumental, and discursive geneses of
reasoning in a technological environment 201--226
Yüksel Dede Comparing primary and secondary
mathematics teachers' preferences
regarding values about mathematics
teaching in Turkey and Germany . . . . . 227--255
Rooselyna Ekawati and
Fou-Lai Lin and
Kai-Lin Yang Developing an instrument for measuring
teachers' mathematics content knowledge
on ratio and proportion: a case of
Indonesian primary teachers . . . . . . 1--24
Wajeeh M. Daher and
Juhaina Awawdeh Shahbari Pre-service teachers' modelling
processes through engagement with model
eliciting activities with a
technological tool . . . . . . . . . . . 25--46
Dirk De Bock and
Wim Van Dooren and
Lieven Verschaffel Students' understanding of proportional,
inverse proportional, and affine
functions: two studies on the role of
external representations . . . . . . . . 47--69
Ida Friestad Pedersen What characterizes the algebraic
competence of Norwegian upper secondary
school students? Evidence from TIMSS
Advanced . . . . . . . . . . . . . . . . 71--96
Óscar Chávez and
James E. Tarr and
Douglas A. Grouws and
Victor M. Soria Third-year high school mathematics
curriculum: effects of content
organization and curriculum
implementation . . . . . . . . . . . . . 97--120
Michela Maschietto The arithmetical machine Zero $ + 1 $ in
mathematics laboratory: instrumental
genesis and semiotic mediation . . . . . 121--144
Peter Bryant and
Terezinha Nunes and
Judith Hillier and
Claire Gilroy and
Rossana Barros The importance of being able to deal
with variables in learning science . . . 145--163
Nadja Belova and
Ingo Eilks and
Timo Feierabend The evaluation of role-playing in the
context of teaching climate change . . . 165--190
Maite Morentin and
Jenaro Guisasola Primary and secondary teachers' ideas on
school visits to science centres in the
Basque Country . . . . . . . . . . . . . 191--214
Jose Manuel Almudi and
Mikel Ceberio Analysis of arguments constructed by
first-year engineering students
addressing electromagnetic induction
problems . . . . . . . . . . . . . . . . 215--236
Sigrid Blömeke and
Gabriele Kaiser and
David Clarke Preface for the Special Issue on
``Video-Based Research on Teacher
Expertise'' . . . . . . . . . . . . . . 257--266
Simone Dunekacke and
Lars Jenßen and
Sigrid Blömeke Effects of Mathematics Content Knowledge
on Pre-school Teachers' Performance: a
Video-Based Assessment of Perception and
Planning Abilities in Informal Learning
Situations . . . . . . . . . . . . . . . 267--286
Sigrid Blömeke and
Jessica Hoth and
Martina Döhrmann and
Andreas Busse and
Gabriele Kaiser and
Johannes König Teacher Change During Induction:
Development of Beginning Primary
Teachers' Knowledge, Beliefs and
Performance . . . . . . . . . . . . . . 287--308
Imke Knievel and
Anke M. Lindmeier and
Aiso Heinze Beyond Knowledge: Measuring Primary
Teachers' Subject-Specific Competences
in and for Teaching Mathematics with
Items Based on Video Vignettes . . . . . 309--329
Johannes König and
Sigrid Blömeke and
Gabriele Kaiser Early Career Mathematics Teachers'
General Pedagogical Knowledge and
Skills: Do Teacher Education, Teaching
Experience, and Working Conditions Make
a Difference? . . . . . . . . . . . . . 331--350
Mirjam Steffensky and
Bernadette Gold and
Manfred Holdynski and
Kornelia Möller Professional Vision of Classroom
Management and Learning Support in
Science Classrooms --- Does Professional
Vision Differ Across General and
Content-Specific Classroom Interactions? 351--368
Gabriele Kaiser and
Andreas Busse and
Jessica Hoth and
Johannes König and
Sigrid Blömeke About the Complexities of Video-Based
Assessments: Theoretical and
Methodological Approaches to Overcoming
Shortcomings of Research on Teachers'
Competence . . . . . . . . . . . . . . . 369--387
Kai S. Cortina and
Kevin F. Miller and
Ryan McKenzie and
Alanna Epstein Where low and high inference data
converge: validation of class assessment
of mathematics instruction using mobile
eye tracking with expert and novice
teachers . . . . . . . . . . . . . . . . 389--403
Amelia Wenk Gotwals and
Joanne Philhower and
Dante Cisterna and
Steven Bennett Using Video to Examine Formative
Assessment Practices as Measures of
Expertise for Mathematics and Science
Teachers . . . . . . . . . . . . . . . . 405--423
Russell Tytler and
George Aranda Expert Teachers' Discursive Moves in
Science Classroom Interactive Talk . . . 425--446
Jan Ruhrig and
Dietmar Höttecke Components of Science Teachers'
Professional Competence and Their
Orientational Frameworks when Dealing
with Uncertain Evidence in Science
Teaching . . . . . . . . . . . . . . . . 447--465
Chiara Andrá and
Paulina Lindström and
Ferdinando Arzarello and
Kenneth Holmqvist and
Ornella Robutti and
Cristina Sabena Reading mathematics representations: an
eye-tracking study . . . . . . . . . . . 237--259
Maroni Runesu Nyikahadzoyi Teachers' knowledge of the concept of a
function: a theoretical framework . . . 261--283
Michal Ayalon and
Ruhama Even Students' opportunities to engage in
transformational algebraic activity in
different beginning algebra topics and
classes . . . . . . . . . . . . . . . . 285--307
Sarit Dolev and
Ruhama Even Justifications and explanations in
Israeli 7th grade math textbooks . . . . 309--327
Soo Jin Lee and
Jaehong Shin Distributive partitioning operation in
mathematical situations involving
fractional quantities . . . . . . . . . 329--355
Daniel Lee McGee and
Deborah Moore-Russo Impact of explicit presentation of
slopes in three dimensions on students'
understanding of derivatives in
multivariable calculus . . . . . . . . . 357--384
Marilena Pantziara and
George N. Philippou Students' Motivation in the Mathematics
Classroom. Revealing Causes and
Consequences . . . . . . . . . . . . . . 385--411
Yu-Ling Lu and
Ie-Bin Lian and
Chi-Jui Lien The application of the analytic
hierarchy process for evaluating
creative products in science class and
its modification for educational
evaluation . . . . . . . . . . . . . . . 413--435
Kongju Mun and
Hyunju Lee and
Sung-Won Kim and
Kyunghee Choi and
Sung-Youn Choi and
Joseph S. Krajcik Cross-cultural comparison of perceptions
on the global scientific literacy with
Australian, Chinese, and Korean middle
school students . . . . . . . . . . . . 437--465
Jamil Mikhail Yahaya and
Ahmad Nurulazam Md Zain and
Mageswary Karpudewan The Effects of Socio-scientific
Instruction on Pre-Service Teachers'
Sense of Efficacy for Learning and
Teaching Controversial Family Health
Issues . . . . . . . . . . . . . . . . . 467--491
Ming-Chang Cheng and
Pei-I Chou and
Ya-Ting Wang and
Chih-Ho Lin Learning effects of a science textbook
designed with adapted cognitive process
principles on grade 5 students . . . . . 467--488
Danhui Zhang and
Todd Campbell An examination of the impact of teacher
quality and ``opportunity gap'' on
student science achievement in China . . 489--513
Tzu-Ling Wang and
Yi-Kuan Tseng Do thinking styles matter for science
achievement and attitudes toward science
class in male and female elementary
school students in Taiwan? . . . . . . . 515--533
Allison Mattheis and
Debra Ingram and
Murray S. Jensen and
Jon Jackson Examining high school anatomy and
physiology teacher experience in a
cadaver dissection laboratory and
impacts on practice . . . . . . . . . . 535--559
Tolga Gok An investigation of students'
performance after peer instruction with
stepwise problem-solving strategies . . 561--582
Ernest Kofi Davis and
Alan J. Bishop and
Wee Tiong Seah ``We don't understand English that is
why we prefer English'': primary school
students' preference for the language of
instruction in mathematics . . . . . . . 583--604
Lisa O'Keeffe and
John O'Donoghue A role for language analysis in
mathematics textbook analysis . . . . . 605--630
Ali Delice and
Mahmut Kertil Investigating the representational
fluency of pre-service mathematics
teachers in a modelling process . . . . 631--656
Renate Nitsch and
Anneke Fredebohm and
Regina Bruder and
Augustin Kelava and
Dominik Naccarella and
Timo Leuders and
Markus Wirtz Students' competencies in working with
functions in secondary mathematics
education --- empirical examination of a
competence structure model . . . . . . . 657--682
Haiyue Jin and
Khoon Yoong Wong Mapping conceptual understanding of
algebraic concepts: an exploratory
investigation involving grade 8 Chinese
students . . . . . . . . . . . . . . . . 683--703
Ron Blonder and
Shelley Rap and
Rachel Mamlok-Naaman and
Avi Hofstein Questioning behavior of students in the
inquiry chemistry laboratory:
differences between sectors and genders
in the Israeli context . . . . . . . . . 705--732
Ilona Södervik and
Viivi Virtanen and
Mirjamaija Mikkilä-Erdmann Challenges in understanding
photosynthesis in a university
introductory biosciences class . . . . . 733--750
José Ma. Oliva and
María del Mar Aragón and
Josefa Cuesta The competence of modelling in learning
chemical change: a study with secondary
school students . . . . . . . . . . . . 751--791
Svjetllana Kërënxhi and
Pranvera Gjoci Dual treatments as starting point for
integrative perceptions in teaching
mathematics . . . . . . . . . . . . . . 793--809
Edelmira Badillo and
Vicenç Font and
Mequ\`e Edo Analyzing the responses of 7--8 year
olds when solving partitioning problems 811--836
Ilhan Koyuncu and
Didem Akyuz and
Erdinc Cakiroglu Investigating plane geometry
problem-solving strategies of
prospective mathematics teachers in
technology and paper-and-pencil
environments . . . . . . . . . . . . . . 837--862
Gerrit Roorda and
Pauline Vos and
Martin J. Goedhart An actor-oriented transfer perspective
on high school students' development of
the use of procedures to solve problems
on rate of change . . . . . . . . . . . 863--889
Juhaina Awawdeh Shahbari and
Irit Peled Resolving cognitive conflict in a
realistic situation with modeling
characteristics: coping with a changing
reference in fractions . . . . . . . . . 891--907
Stephanie Lem and
Goya Kempen and
Eva Ceulemans and
Patrick Onghena and
Lieven Verschaffel and
Wim Van Dooren Combining Multiple External
Representations and Refutational Text:
An Intervention on Learning to Interpret
Box Plots . . . . . . . . . . . . . . . 909--926
Anna-Maija Partanen and
Raimo Kaasila Sociomathematical norms negotiated in
the discussions of two small groups
investigating calculus . . . . . . . . . 927--946
Afif Zeidan Constructivist learning environment
among Palestinian science students . . . 947--964
Maite Morentin and
Jenaro Guisasola The role of science museum field trips
in the primary teacher preparation . . . 965--990
Aeran Choi and
Vanessa Klein and
Susan Hershberger Success, difficulty, and instructional
strategy to enact an argument-based
inquiry approach: experiences of
elementary teachers . . . . . . . . . . 991--1011
Hanke Korpershoek and
Hans Kuyper and
Greetje van der Werf The relation between students' math and
reading ability and their mathematics,
physics, and chemistry examination
grades in secondary education . . . . . 1013--1037
Marianne Korner and
Martin Hopf Cross-Age Peer Tutoring in Physics:
Tutors, Tutees, and Achievement in
Electricity . . . . . . . . . . . . . . 1039--1063
Colin Foster Exploiting unexpected situations in the
mathematics classroom . . . . . . . . . 1065--1088
Sunyoung Han and
Robert Capraro and
Mary Margaret Capraro How science, technology, engineering,
and mathematics (stem) project-based
learning (pbl) affects high, middle, and
low achievers differently: the impact of
student factors on achievement . . . . . 1089--1113
Vince Geiger and
Merrilyn Goos and
Shelley Dole The Role of Digital Technologies in
Numeracy Teaching and Learning . . . . . 1115--1137
Sa\"\id Bahi and
Devin Higgins and
Patrick Staley A time hazard analysis of student
persistence: a us university
undergraduate mathematics major
experience . . . . . . . . . . . . . . . 1139--1160
Andreja Drobnic Vidic First-Year Students' Beliefs about
Context Problems in Mathematics in
University Science Programmes . . . . . 1161--1187
Amanda L. Glaze and
M. Jenice Goldston and
John Dantzler Evolution in the Southeastern USA:
factors influencing acceptance and
rejection in pre-service science
teachers . . . . . . . . . . . . . . . . 1189--1209
Annika Ohle and
William J. Boone and
Hans E. Fischer Investigating the impact of teachers'
physics CK on students outcomes . . . . 1211--1233
Gavin W. Fulmer Validating proposed learning
progressions on force and motion using
the force concept inventory: findings
from Singapore secondary schools . . . . 1235--1254
Karolina Broman and
Shirley Simon Upper secondary school students' choice
and their ideas on how to improve
chemistry education . . . . . . . . . . 1255--1278
Utkun Aydìn and
Behiye Ubuz The thinking-about-derivative test for
undergraduate students: development and
validation . . . . . . . . . . . . . . . 1279--1303
Gloria Sánchez-Matamoros and
Ceneida Fernández and
Salvador Llinares Developing pre-service teachers'
noticing of students' understanding of
the derivative concept . . . . . . . . . 1305--1329
Hailu Nigus Weldeana Gender positions and high school
students' attainment in local geometry 1331--1354
Fatma Kayan Fadlelmula and
Erdinc Cakiroglu and
Semra Sungur Developing a Structural Model on the
Relationship among Motivational Beliefs,
Self-Regulated Learning Strategies, and
Achievement in Mathematics . . . . . . . 1355--1375
Kuang-Chao Yu and
Szu-Chun Fan and
Kuen-Yi Lin Enhancing students' problem-solving
skills through context-based learning 1377--1401
Qiong Wu and
Pui-wa Lei and
James C. DiPerna and
Paul L. Morgan and
Erin E. Reid Identifying Differences in Early
Mathematical Skills Among Children in
Head Start . . . . . . . . . . . . . . . 1403--1423
Alfred R. Schademan Building connections between a cultural
practice and modeling in science
education . . . . . . . . . . . . . . . 1425--1448
Pey-Yan Liou and
Yi-Chen Hung Statistical techniques utilized in
analyzing Pisa and TIMSS data in science
education from 1996 to 2013: a
methodological review . . . . . . . . . 1449--1468
Sheau-Wen Lin and
Yu Liu and
Shin-Feng Chen and
Jing-Ru Wang and
Huey-Lien Kao Development of a Computer-Based Measure
of Listening Comprehension of Science
Talk . . . . . . . . . . . . . . . . . . 1469--1486
Hana Stein and
Igal Galili The impact of an operational definition
of the weight concept on students'
understanding . . . . . . . . . . . . . 1487--1515
Carmel M. Diezmann and
James J. Watters The knowledge base of subject matter
experts in teaching: a case study of a
professional scientist as a beginning
teacher . . . . . . . . . . . . . . . . 1517--1537
Heba El-Deghaidy and
Nasser Mansour and
Saeed Alshamrani Science teachers' typology of CPD
activities: a socio-constructivist
perspective . . . . . . . . . . . . . . 1539--1566
Nirmala Naresh A stone or a sculpture? It is all in
your perception . . . . . . . . . . . . 1567--1588
Sonia Palha and
Rijkje Dekker and
Koeno Gravemeijer The effect of shift-problem lessons in
the mathematics classroom . . . . . . . 1589--1623
Laura Tuohilampi and
Markku S. Hannula and
Leonor Varas and
Valentina Giaconi and
Anu Laine and
Liisa Näveri and
Laia Saló i Nevado Challenging the Western approach to
cultural comparisons: young pupils'
affective structures regarding
mathematics in Finland and Chile . . . . 1625--1648
Yoonsook Chung and
Jungsook Yoo and
Sung-Won Kim and
Hyunju Lee and
Dana L. Zeidler Enhancing students' communication skills
in the science classroom through
socioscientific issues . . . . . . . . . 1--27
Markus Emden and
Elke Sumfleth Assessing students' experimentation
processes in guided inquiry . . . . . . 29--54
Winnie W. M. So Representational practices in
extra-curricular science inquiry
projects: a study with Asian primary
pupils . . . . . . . . . . . . . . . . . 55--79
Igor' Kontorovich and
Boris Koichu A case study of an expert problem poser
for mathematics competitions . . . . . . 81--99
Michaël Canu and
Cécile de Hosson and
Mauricio Duque Students' understanding of equilibrium
and stability: the case of dynamic
systems . . . . . . . . . . . . . . . . 101--123
Yael Kesner Baruch and
Ornit Spektor-Levy and
Nira Mashal Pre-schoolers' verbal and behavioral
responses as indicators of attitudes and
scientific curiosity . . . . . . . . . . 125--148
Kathryn Paige and
Yvonne Zeegers and
David Lloyd and
Philip Roetman Researching the effectiveness of a
science professional learning programme
using a proposed curriculum framework
for schools: a case study . . . . . . . 149--175
Joohi Lee Implementing college and career
standards in math methods course for
early childhood and elementary education
teacher candidates . . . . . . . . . . . 177--192
Shu-Hui Lin and
Yun-Chen Huang Development and application of a Chinese
version of the short attitudes toward
mathematics inventory . . . . . . . . . 193--216
Julie Amador Professional noticing practices of
novice mathematics teacher educators . . 217--241
Ying-Shao Hsu and
Miao-Hsuan Yen and
Wen-Hua Chang and
Chia-Yu Wang and
Sufen Chen Content analysis of 1998--2012 empirical
studies in science reading using a
self-regulated learning lens . . . . . . 1--27
Allison Antink-Meyer and
Stephen Bartos and
Judith S. Lederman and
Norman G. Lederman Using science camps to develop
understandings about scientific inquiry
--- Taiwanese students in a U.S. summer
science camp . . . . . . . . . . . . . . 29--53
Thi Phuong Thao-Do and
Dang Thi Bac-Ly and
Chokchai Yuenyong Learning environment in Vietnamese
physics teacher education programme
through the lens of constructivism: a
case study of a state university in
Mekong Delta Region, Vietnam . . . . . . 55--79
Umesh Dewnarain Ramnarain and
Sam Ramaila The achievement goals orientation of
South African first year university
physics students . . . . . . . . . . . . 81--105
Iliya Emilov and
Adriana Tafrova-Grigorova A cross-national study of the learning
environment in chemistry classes at
Albanian, Kosovar, Romanian and Turkish
secondary schools . . . . . . . . . . . 107--123
Ming-Chin Hsin and
Sung-pei Chien and
Yin-Shao Hsu and
Chen-Yung Lin and
Larry D. Yore Development and validation of a
Taiwanese communication progression in
science education . . . . . . . . . . . 125--143
Rola Khishfe and
Saouma BouJaoude Lebanese students' conceptions of and
attitudes towards science and related
careers based on their gender and
religious affiliations . . . . . . . . . 145--167
Robert John Ceglie and
John Settlage College Student Persistence in
Scientific Disciplines: Cultural and
Social Capital as Contributing Factors 169--186
Richard Lamb and
Andy Cavagnetto and
Tariq Akmal Examination of the Nonlinear Dynamic
Systems Associated with Science Student
Cognition While Engaging in Science
Information Processing . . . . . . . . . 187--205
Benjamin C. Herman and
Michael P. Clough Teachers' Longitudinal NOS Understanding
After Having Completed a Science Teacher
Education Program . . . . . . . . . . . 207--227
Ida Kukliansky and
Itai Shosberger and
Haim Eshach Science teachers' voice on homework:
beliefs, attitudes, and behaviors . . . 229--250
Ying-Shao Hsu and
Paola Iannone and
Hsiao-Ching She and
Allyson Hadwin Preface for the ijsme special issue:
metacognition for science and
mathematics learning in
technology-infused learning environments 243--248
Kai-Yu Tang and
Chia-Yu Wang and
Hsin-Yi Chang and
Sufen Chen and
Hao-Chang Lo and
Chin-Chung Tsai The Intellectual Structure of
Metacognitive Scaffolding in Science
Education: A Co-citation Network
Analysis . . . . . . . . . . . . . . . . 249--262
Cheng-Huan Chen and
Chiung-Hui Chiu Collaboration Scripts for Enhancing
Metacognitive Self-regulation and
Mathematics Literacy . . . . . . . . . . 263--280
Sufen Chen and
Chih-Chi Huang and
Te-Lien Chou The Effect of Metacognitive Scaffolds on
Low Achievers' Laboratory Learning . . . 281--296
Muhammet Mustafa Alpaslan and
Bugrahan Yalvac and
Cathleen C. Loving and
Victor Willson Exploring the Relationship Between High
School Students' Physics-Related
Personal Epistemologies and
Self-regulated Learning in Turkey . . . 297--317
Joke H. van Velzen Eleventh-Grade High School Students'
Accounts of Mathematical Metacognitive
Knowledge: Explicitness and
Systematicity . . . . . . . . . . . . . 319--333
Ying-Shao Hsu and
Paola Iannone and
Hsiao-Ching She and
Allyson F. Hadwin and
Larry D. Yore Epilogue for the ijsme special issue:
metacognition for science and
mathematics learning in
technology-infused learning environments 335--344
Nasser S. Al-Abdali and
Sulaiman M. Al-Balushi Teaching for Creativity by Science
Teachers in Grades 5--10 . . . . . . . . 251--268
Margarita Huerta and
Beverly J. Irby and
Rafael Lara-Alecio and
Fuhui Tong Relationship Between Language and
Concept Science Notebook Scores of
English Language Learners and/or
Economically Disadvantaged Students . . 269--285
Jing-Wen Lin Do Skilled Elementary Teachers Hold
Scientific Conceptions and Can They
Accurately Predict the Type and Source
of Students' Preconceptions of Electric
Circuits? . . . . . . . . . . . . . . . 287--307
Geilsa Costa Santos Baptista and
Rodrigo da Silva Santos and
William W. Cobern Perspectives on the Origins of Life in
Science Textbooks from a Christian
Publisher: Implications for Teaching
Science . . . . . . . . . . . . . . . . 309--326
Po-Sheng Huang and
Hsueh-Chih Chen Gender Differences in Eye Movements in
Solving Text-and-Diagram Science
Problems . . . . . . . . . . . . . . . . 327--346
Lovisa Sumpter Investigating Upper Secondary School
Teachers' Conceptions: Is Mathematical
Reasoning Considered Gendered? . . . . . 347--362
Anika Dreher and
Sebastian Kuntze and
Stephen Lerman Why Use Multiple Representations in the
Mathematics Classroom? Views of English
and German Preservice Teachers . . . . . 363--382
Ramzi F. Haroun and
Dicky Ng and
Faisal A. Abdelfattah and
Misfer S. AlSalouli Gender Difference in Teachers'
Mathematical Knowledge for Teaching in
the Context of Single-Sex Classrooms . . 383--396
Eleni Deliyianni and
Athanasios Gagatsis and
Iliada Elia and
Areti Panaoura Representational Flexibility and
Problem-Solving Ability in Fraction and
Decimal Number Addition: A Structural
Model . . . . . . . . . . . . . . . . . 397--417
Marguerite Miheso-O'Connor Khakasa and
Margot Berger Status of Teachers' Proficiency in
Mathematical Knowledge for Teaching at
Secondary School Level in Kenya . . . . 419--435
Ron Blonder and
Rachel Mamlok-Naaman Learning about teaching the
extracurricular topic of nanotechnology
as a vehicle for achieving a sustainable
change in science education . . . . . . 345--372
Jing-Ru Wang and
Shin-Feng Chen Development and Validation of an Online
Dynamic Assessment for Raising Students'
Comprehension of Science Text . . . . . 373--389
Sara Moutinho and
Rui Moura and
Clara Vasconcelos Mental models about seismic effects:
students' profile based comparative
analysis . . . . . . . . . . . . . . . . 391--415
Yasemin Tas and
Semra Sungur and
Ceren Oztekin Development and validation of science
homework scale for middle-school
students . . . . . . . . . . . . . . . . 417--444
Ravit Golan Duncan and
Moraima Castro-Faix and
Jinnie Choi Informing a learning progression in
genetics: which should be taught first,
Mendelian inheritance or the central
dogma of molecular biology? . . . . . . 445--472
Fang-Ying Yang and
Rui-Ting Huang and
I-Ju Tsai The effects of epistemic beliefs in
science and gender difference on
university students' science-text
reading: an eye--tracking study . . . . 473--498
Chee Leong Wong and
Hye-Eun Chu and
Kueh Chin Yap Are alternative conceptions dependent on
researchers' methodology and
definition?: a review of empirical
studies related to concepts of heat . . 499--526
Mario Sánchez Aguilar and
Alejandro Rosas and
Juan Gabriel Molina Zavaleta and
Avenilde Romo-Vázquez Exploring high-achieving students'
images of mathematicians . . . . . . . . 527--548
Didem Akyuz Mathematical practices in a
technological setting: a design research
experiment for teaching circle
properties . . . . . . . . . . . . . . . 549--573
Michal Ayalon and
Ruhama Even Factors shaping students' opportunities
to engage in argumentative activity . . 575--601
Chi-Chin Chin and
Wei-Cheng Yang and
Hsiao-Lin Tuan Argumentation in a Socioscientific
Context and its Influence on Fundamental
and Derived Science Literacies . . . . . 603--617
Lin Ding and
Xin Wei and
Katherine Mollohan Does Higher Education Improve Student
Scientific Reasoning Skills? . . . . . . 619--634
Hatice Belge Can and
Yezdan Boz Structuring Cooperative Learning for
Motivation and Conceptual Change in the
Concepts of Mixtures . . . . . . . . . . 635--657
Rui Marques Vieira and
Celina Tenreiro-Vieira Fostering Scientific Literacy and
Critical Thinking in Elementary Science
Education . . . . . . . . . . . . . . . 659--680
Chrissavgi Triantafillou and
Vasiliki Spiliotopoulou and
Despina Potari The Nature of Argumentation in School
Mathematics and Physics Texts: The Case
of Periodicity . . . . . . . . . . . . . 681--699
Shin-Yi Lee Students' Use of ``Look Back''
Strategies in Multiple Solution Methods 701--717
Cecilia Agudelo-Valderrama and
Diana Martínez In Pursuit of a Connected Way of
Knowing: The Case of One Mathematics
Teacher . . . . . . . . . . . . . . . . 719--737
Raisa Guberman Development of Arithmetical Thinking:
Evaluation of Subject Matter Knowledge
of Pre-Service Teachers in Order to
Design the Appropriate Course . . . . . 739--755
Aristoklis A. Nicolaou and
Demetra Pitta-Pantazi Hierarchical Levels of Abilities that
Constitute Fraction Understanding at
Elementary School . . . . . . . . . . . 757--776
Dov Zazkis and
Rina Zazkis Prospective Teachers' Conceptions of
Proof Comprehension: Revisiting a Proof
of the Pythagorean Theorem . . . . . . . 777--803
Tamara N. Hrin and
Du\vsica D. Milenkovi\'c and
Mirjana D. Segedinac The Effect of Systemic Synthesis
Questions [SSynQs] on Students'
Performance and Meaningful Learning in
Secondary Organic Chemistry Teaching . . 805--824
Chelsey Dankenbring and
Brenda M. Capobianco Examining Elementary School Students'
Mental Models of Sun--Earth
Relationships as a Result of Engaging in
Engineering Design . . . . . . . . . . . 825--845
Brian Hand and
Lori A. Norton-Meier and
Murat Gunel and
Recai Akkus Aligning Teaching to Learning: A 3-Year
Study Examining the Embedding of
Language and Argumentation into
Elementary Science Classrooms . . . . . 847--863
Heike Theyßen and
Sarah Struzyna and
Elliot Mylott and
Ralf Widenhorn Online Physics Lab Exercises --- a
Binational Study on the Transfer of
Teaching Resources . . . . . . . . . . . 865--883
Antonio-Joaquín Franco-Mariscal and
José María Oliva-Martínez and
M. L. Almoraima Gil Understanding the Idea of Chemical
Elements and Their Periodic
Classification in Spanish Students Aged
16--18 Years . . . . . . . . . . . . . . 885--906
Qiaoping Zhang and
Tasos Barkatsas and
Huk-Yuen Law and
Yuh-Chyn Leu and
Wee Tiong Seah and
Ngai-Ying Wong What Primary Students in the Chinese
Mainland, Hong Kong and Taiwan Value in
Mathematics Learning: A Comparative
Analysis . . . . . . . . . . . . . . . . 907--924
Kevin Larkin and
Robyn Jorgensen `I Hate Maths: Why Do We Need to Do
Maths?' Using iPad Video Diaries to
Investigate Attitudes and Emotions
Towards Mathematics in Year 3 and Year 6
Students . . . . . . . . . . . . . . . . 925--944
Michael J. Orosco Measuring Elementary Student's
Mathematics Motivation: A Validity Study 945--958
Rut Almeida and
Alicia Bruno and
Josefa Perdomo-Díaz Strategies of Number Sense in
Pre-service Secondary Mathematics
Teachers . . . . . . . . . . . . . . . . 959--978
Yasemin Sa\uglam and
\cSenol Dost A Qualitative Research on Example
Generation Capabilities of University
Students . . . . . . . . . . . . . . . . 979--996
Shu-Sheng Lin Erratum to: Science and non-science
undergraduate students' critical
thinking and argumentation performance
in reading a science news report . . . . 997--997
Iram Siraj-Blatchford and
Kwi-Ok Nah Erratum to: A Comparison of the
Pedagogical Practices of Mathematics
Education for Young Children in England
and South Korea . . . . . . . . . . . . 999--999
Mirjam Steffensky and
Bernadette Gold and
Manfred Holdynski and
Kornelia Möller Erratum to: Professional Vision of
Classroom Management and Learning
Support in Science Classrooms --- Does
Professional Vision Differ Across
General and Content-Specific Classroom
Interactions? . . . . . . . . . . . . . 1001--1002
Mahmoud A. Alshamali and
Wajeeh M. Daher Scientific Reasoning and Its
Relationship with Problem Solving: the
Case of Upper Primary Science Teachers 1003--1019
Kuen-Yi Lin and
P. John Williams Taiwanese Preservice Teachers' Science,
Technology, Engineering, and Mathematics
Teaching Intention . . . . . . . . . . . 1021--1036
Hui Jin and
Hayat Hokayem and
Sasha Wang and
Xin Wei A US--China Interview Study: Biology
Students' Argumentation and Explanation
About Energy Consumption Issues . . . . 1037--1057
Lay Hoon Seah Elementary Teachers' Perception of
Language Issues in Science Classrooms 1059--1078
Fernanda Gándara and
Monica Silva Understanding the Gender Gap in Science
and Engineering: Evidence from the
Chilean College Admissions Tests . . . . 1079--1092
Laura Tuohilampi and
Anu Laine and
Markku S. Hannula and
Leonor Varas A Comparative Study of Finland and
Chile: the Culture-Dependent
Significance of the Individual and
Interindividual Levels of the
Mathematics--Related Affect . . . . . . 1093--1111
Usha Kotelawala The Status of Proving Among US Secondary
Mathematics Teachers . . . . . . . . . . 1113--1131
Helena Johansson Mathematical Reasoning Requirements in
Swedish National Physics Tests . . . . . 1133--1152
Michal Ayalon and
Anne Watson and
Steve Lerman Progression Towards Functions: Students'
Performance on Three Tasks About
Variables from Grades 7 to 12 . . . . . 1153--1173
James Dogbey Using Variables in School Mathematics:
Do School Mathematics Curricula Provide
Support for Teachers? . . . . . . . . . 1175--1196
Laura Tuohilampi and
Anu Laine and
Markku S. Hannula and
Leonor Varas Erratum to: A Comparative Study of
Finland and Chile: the Culture-Dependent
Significance of the Individual and
Interindividual Levels of the
Mathematics-Related Affect . . . . . . . 1197--1197
Sheau-Wen Lin and
Yu Liu and
Shin-Feng Chen and
Jing-Ru Wang and
Huey-Lien Kao Elementary School Students' Science Talk
Ability in Inquiry-Oriented Settings in
Taiwan: Test Development, Verification,
and Performance Benchmarks . . . . . . . 1199--1214
Nausheen Pasha-Zaidi and
Ernest Afari Gender in STEM Education: an Exploratory
Study of Student Perceptions of Math and
Science Instructors in the United Arab
Emirates . . . . . . . . . . . . . . . . 1215--1231
Nadja Belova and
Ingo Eilks German Teachers' Views on Promoting
Scientific Media Literacy Using
Advertising in the Science Classroom . . 1233--1254
Mehmet Aydeniz and
Zehra Ozdilek Assessing and Enhancing Pre-service
Science Teachers' Self-Efficacy to Teach
Science Through Argumentation:
Challenges and Possible Solutions . . . 1255--1273
Katherine Landau Wright and
Amanda D. Franks and
Li-Jen Kuo and
Erin M. McTigue and
Jiniva Serrano Both Theory and Practice: Science
Literacy Instruction and Theories of
Reading . . . . . . . . . . . . . . . . 1275--1292
Gulcin Tan Sisman and
Meral Aksu A Study on Sixth Grade Students'
Misconceptions and Errors in Spatial
Measurement: Length, Area, and Volume 1293--1319
Mi-Kyung Ju and
Jong-Eun Moon and
Ryoon-Jin Song History of Mathematics in Korean
Mathematics Textbooks: Implication for
Using Ethnomathematics in Culturally
Diverse School . . . . . . . . . . . . . 1321--1338
Rosemary Callingham and
Colin Carmichael and
Jane M. Watson Explaining Student Achievement: the
Influence of Teachers' Pedagogical
Content Knowledge in Statistics . . . . 1339--1357
Betsy L. L. Ng and
W. C. Liu and
John C. K. Wang Student Motivation and Learning in
Mathematics and Science: A Cluster
Analysis . . . . . . . . . . . . . . . . 1359--1376
Carlos O. Calderón-Tena and
Linda C. Caterino Mathematics Learning Development: the
Role of Long-Term Retrieval . . . . . . 1377--1385
Michelle P. Whitacre and
E. Wendy Saul High School Girls' Interpretations of
Science Graphs: Exploring Complex Visual
and Natural Language Hybrid Text . . . . 1387--1406
Amber Simpson and
S. Megan Che and
William C. Bridges, Jr. Girls' and Boys' Academic Self-Concept
in Science in Single-Sex and
Coeducational Classes . . . . . . . . . 1407--1418
Neng-Tang Norman Huang and
Li-Jia Chiu and
Jon-Chao Hong Relationship Among Students'
Problem-Solving Attitude, Perceived
Value, Behavioral Attitude, and
Intention to Participate in a Science
and Technology Contest . . . . . . . . . 1419--1435
Jaan Mikk and
Heiki Krips and
Ülle Säälik and
Karmen Kalk Relationships Between Student Perception
of Teacher--Student Relations and PISA
Results in Mathematics and Science . . . 1437--1454
Dalal Alhendal and
Margaret Marshman and
Peter Grootenboer Kuwaiti Science Teachers' Beliefs and
Intentions Regarding the Use of
Inquiry-Based Instruction . . . . . . . 1455--1473
Briana L. Chang and
Jennifer G. Cromley and
Nhi Tran Coordinating Multiple Representations in
a Reform Calculus Textbook . . . . . . . 1475--1497
Pei-Luen Patrick Rau and
Anping Xie and
Ziyang Li and
Cuiling Chen The Cognitive Process of Chinese Abacus
Arithmetic . . . . . . . . . . . . . . . 1499--1516
Amal Hussain Alajmi Algebraic Generalization Strategies Used
by Kuwaiti Pre-service Teachers . . . . 1517--1534
Lovisa Sumpter `Boys Press All the Buttons and Hope It
Will Help': Upper Secondary School
Teachers' Gendered Conceptions About
Students' Mathematical Reasoning . . . . 1535--1552
Michael Allen and
Frédéric Vallée-Tourangeau Interactivity Defuses the Impact of
Mathematics Anxiety in Primary School
Children . . . . . . . . . . . . . . . . 1553--1566
Harun Çelik and
Hüseyin Miraç Pekta\cs Graphic Comprehension and Interpretation
Skills of Preservice Teachers with
Different Learning Approaches in a
Technology-Aided Learning Environment 1--17
Craig Berg and
Stacy Boote Format Effects of Empirically Derived
Multiple-Choice Versus Free-Response
Instruments When Assessing Graphing
Abilities . . . . . . . . . . . . . . . 19--38
Vahide Taskin and
Sascha Bernholt and
Ilka Parchmann Student Teachers' Knowledge About
Chemical Representations . . . . . . . . 39--55
Ji Shen and
Ou Lydia Liu and
Hsin-Yi Chang Assessing Students' Deep Conceptual
Understanding in Physical Sciences: an
Example on Sinking and Floating . . . . 57--70
Abdullah Ambusaidi and
Khalid Al-Farei Investigating Omani Science Teachers'
Attitudes Towards Teaching Science: the
Role of Gender and Teaching Experiences 71--88
Seçil Yemen-Karpuzcu and
Fadime Ulusoy and
Mine I\csìksal-Bostan Prospective Middle School Mathematics
Teachers' Covariational Reasoning for
Interpreting Dynamic Events During Peer
Interactions . . . . . . . . . . . . . . 89--108
Esra Demiray and
Mine I\csìksal Bostan An Investigation of Pre-service Middle
School Mathematics Teachers' Ability to
Conduct Valid Proofs, Methods Used, and
Reasons for Invalid Arguments . . . . . 109--130
Yuqian Wang and
Patrick Barmby and
David Bolden Understanding Linear Function: a
Comparison of Selected Textbooks from
England and Shanghai . . . . . . . . . . 131--153
Christoph Duchhardt and
Anne-Katrin Jordan and
Timo Ehmke Adults' Use of Mathematics and Its
Influence on Mathematical Competence . . 155--174
Joseph B. W. Yeo Development of a Framework to
Characterise the Openness of
Mathematical Tasks . . . . . . . . . . . 175--191
Joseph B. W. Yeo Erratum to: Development of a Framework
to Characterise the Openness of
Mathematical Tasks . . . . . . . . . . . 193--193
Frances Lawrenz and
Koeno Gravemeijer and
Michelle Stephan Introduction to this Special Issue . . . 1--4
Lyn D. English Advancing Elementary and Middle School
STEM Education . . . . . . . . . . . . . 5--24
Christina Chalmers and
Merilyn (Lyn) Carter and
Tom Cooper and
Rod Nason Implementing ``Big Ideas'' to Advance
the Teaching and Learning of Science,
Technology, Engineering, and Mathematics
(STEM) . . . . . . . . . . . . . . . . . 25--43
Dana Atwood-Blaine and
Douglas Huffman Mobile Gaming and Student Interactions
in a Science Center: the Future of
Gaming in Science Education . . . . . . 45--65
Christine D. Tippett and
Todd M. Milford Findings from a Pre-kindergarten
Classroom: Making the Case for STEM in
Early Childhood Education . . . . . . . 67--86
Nathalie J. van der Wal and
Arthur Bakker and
Paul Drijvers Which Techno-mathematical Literacies Are
Essential for Future Engineers? . . . . 87--104
Koeno Gravemeijer and
Michelle Stephan and
Cyril Julie and
Fou-Lai Lin and
Minoru Ohtani What Mathematics Education May Prepare
Students for the Society of the Future? 105--123
Frances Lawrenz and
Koeno Gravemeijer and
Michelle Stephan Epilogue . . . . . . . . . . . . . . . . 125--128
Ahmet Kilinc and
Thomas Kelly and
Baris Eroglu and
Umit Demiral and
Tezcan Kartal and
Arzu Sonmez and
Mehmet Demirbag Stickers to Facts, Imposers, Democracy
Advocators, and Committed Impartialists:
Preservice Science Teachers' Beliefs
About Teacher's Roles in Socioscientific
Discourses . . . . . . . . . . . . . . . 195--213
Anna Emilia Berti and
Valentina Barbetta and
Laura Toneatti Third-Graders' Conceptions About the
Origin of Species Before and After
Instruction: an Exploratory Study . . . 215--232
Andreas Nehring and
Andreas Päßler and
Rüdiger Tiemann The Complexity of Teacher Questions in
Chemistry Classrooms: an Empirical
Analysis on the Basis of Two Competence
Models . . . . . . . . . . . . . . . . . 233--250
Fikret Korur and
Gülfem Efe and
Fisun Erdogan and
Berna Tunç Effects of Toy Crane Design-Based
Learning on Simple Machines . . . . . . 251--271
Nadaraj Govender Physical Sciences Preservice Teachers'
Religious and Scientific Views Regarding
the Origin of the Universe and Life . . 273--292
Valarie L. Akerson and
Khemmawadee Pongsanon and
Meredith A. Park Rogers and
Ingrid Carter and
Enrique Galindo Exploring the Use of Lesson Study to
Develop Elementary Preservice Teachers'
Pedagogical Content Knowledge for
Teaching Nature of Science . . . . . . . 293--312
Iiris Attorps and
Eva Kellner School--University Action Research:
Impacts on Teaching Practices and Pupil
Learning . . . . . . . . . . . . . . . . 313--330
Akanksha Soni and
Santha Kumari The Role of Parental Math Anxiety and
Math Attitude in Their Children's Math
Achievement . . . . . . . . . . . . . . 331--347
Gustavo Martínez-Sierra and
María del Socorro García-González Students' Emotions in the High School
Mathematical Class: Appraisals in Terms
of a Structure of Goals . . . . . . . . 349--369
Juhaina Awawdeh Shahbari and
Irit Peled Modelling in Primary School:
Constructing Conceptual Models and
Making Sense of Fractions . . . . . . . 371--391
Gebrekidan Mebrahtu Tesfamariam and
Annette Lykknes and
Lise Kvittingen `Named Small but Doing Great': An
Investigation of Small-Scale Chemistry
Experimentation for Effective
Undergraduate Practical Work . . . . . . 393--410
Nuri Balta and
Ali Eryìlmaz Counterintuitive Dynamics Test . . . . . 411--431
Liz Bergeron and
Melissa Gordon Establishing a STEM Pipeline: Trends in
Male and Female Enrollment and
Performance in Higher Level Secondary
STEM Courses . . . . . . . . . . . . . . 433--450
Benjamin C. Herman and
Allan Feldman and
Vanessa Vernaza-Hernandez Florida and Puerto Rico Secondary
Science Teachers' Knowledge and Teaching
of Climate Change Science . . . . . . . 451--471
Richard L. Lamb and
Jonah B. Firestone The Application of Multiobjective
Evolutionary Algorithms to an
Educational Computational Model of
Science Information Processing: a
Computational Experiment in Science
Education . . . . . . . . . . . . . . . 473--486
Bhesh Raj Mainali and
André Heck Comparison of Traditional Instruction on
Reflection and Rotation in a Nepalese
High School with an ICT-Rich,
Student-Centered, Investigative Approach 487--507
Aisling Leavy and
Mairead Hourigan and
Claire Carroll Exploring the Impact of Reform
Mathematics on Entry-Level Pre-service
Primary Teachers Attitudes Towards
Mathematics . . . . . . . . . . . . . . 509--526
Paulo Maurício and
Bianor Valente and
Isabel Chagas A Didactic Sequence of Elementary
Geometric Optics Informed by History and
Philosophy of Science . . . . . . . . . 527--543
Nicholas H. Wasserman and
Christa Quint and
Scott A. Norris and
Thomas Carr Exploring Flipped Classroom Instruction
in Calculus III . . . . . . . . . . . . 545--568
Ali Barahmand The Boundary Between Finite and Infinite
States Through the Concept of Limits of
Sequences . . . . . . . . . . . . . . . 569--585
Dongryeul Kim and
Molly Bolger Analysis of Korean elementary
pre-service teachers' changing attitudes
about integrated steam pedagogy through
developing lesson plans . . . . . . . . 587--605
Thomas E. Benjamin and
Bryant Marks and
Melissa K. Demetrikopoulos and
Jordan Rose and
Ethen Pollard and
Alicia Thomas and
Lycurgus L. Muldrow Development and Validation of Scientific
Literacy Scale for College Preparedness
in STEM with Freshmen from Diverse
Institutions . . . . . . . . . . . . . . 607--623
Washington Takawira Dudu Facilitating Small-Scale Implementation
of Inquiry-Based Teaching: Encounters
and Experiences of Experimento
Multipliers in One South African
Province . . . . . . . . . . . . . . . . 625--642
Russell Tytler and
David Symington and
John Cripps Clark Community-School Collaborations in
Science: Towards Improved Outcomes
Through Better Understanding of Boundary
Issues . . . . . . . . . . . . . . . . . 643--661
Dawit Tibebu Tiruneh and
Mieke De Cock and
Ataklti G. Weldeslassie and
Jan Elen and
Rianne Janssen Measuring Critical Thinking in Physics:
Development and Validation of a Critical
Thinking Test in Electricity and
Magnetism . . . . . . . . . . . . . . . 663--682
Mourat Tchoshanov and
Maria D. Cruz and
Karla Huereca and
Kadriya Shakirova and
Liliana Shakirova and
Elena N. Ibragimova Examination of Lower Secondary
Mathematics Teachers' Content Knowledge
and Its Connection to Students'
Performance . . . . . . . . . . . . . . 683--702
Vesife Hatisaru and
Ayhan Kursat Erbas Mathematical Knowledge for Teaching the
Function Concept and Student Learning
Outcomes . . . . . . . . . . . . . . . . 703--722
Areti Panaoura and
Paraskevi Michael-Chrysanthou and
Athanasios Gagatsis and
Iliada Elia and
Andreas Philippou A Structural Model Related to the
Understanding of the Concept of
Function: Definition and Problem Solving 723--740
Patrice Parker Waller and
Kori L. H. Maxwell Mathematics Teachers' Perceptions of
Resources and Curriculum Availability in
Post-Apartheid Schooling . . . . . . . . 741--757
Jonas Jäder and
Johan Sidenvall and
Lovisa Sumpter Students' Mathematical Reasoning and
Beliefs in Non-routine Task Solving . . 759--776
Jeff C. Marshall and
Julie B. Smart and
Daniel M. Alston Inquiry-Based Instruction: A Possible
Solution to Improving Student Learning
of Both Science Concepts and Scientific
Practices . . . . . . . . . . . . . . . 777--796
Saadeddine Salim Shehab and
Saouma BouJaoude Analysis of the Chemical Representations
in Secondary Lebanese Chemistry
Textbooks . . . . . . . . . . . . . . . 797--816
Tim Niclas Höffler and
Victoria Bonin and
Ilka Parchmann Science vs. Sports: Motivation and
Self-concepts of Participants in
Different School Competitions . . . . . 817--836
Oliver Zajkov and
Sonja Gegovska-Zajkova and
Boce Mitrevski Textbook-Caused Misconceptions,
Inconsistencies, and Experimental Safety
Risks of a Grade 8 Physics Textbook . . 837--852
Gülüzar Eymur and
Ömer Geban The Collaboration of Cooperative
Learning and Conceptual Change:
Enhancing the Students' Understanding of
Chemical Bonding Concepts . . . . . . . 853--871
Colleen Vale and
Wanty Widjaja and
Sandra Herbert and
Leicha A. Bragg and
Esther Yoon-Kin Loong Mapping Variation in Children's
Mathematical Reasoning: The Case of
`What Else Belongs?' . . . . . . . . . . 873--894
Limin Jao Shifting Pre-Service Teachers' Beliefs
About Mathematics Teaching: the
Contextual Situation of a Mathematics
Methods Course . . . . . . . . . . . . . 895--914
Kwaku Adu-Gyamfi and
Michael J. Bossé and
Kayla Chandler Student Connections between Algebraic
and Graphical Polynomial Representations
in the Context of a Polynomial Relation 915--938
Dirk De Bock and
Deborah Neyens and
Wim Van Dooren Students' Ability to Connect Function
Properties to Different Types of
Elementary Functions: An Empirical Study
on the Role of External Representations 939--955
Peter Kutnick and
Dennis C. L. Fung and
Ida. A. C. Mok and
Frederick K. S. Leung and
Johnson C. H. Li and
Betty P.-Y. Lee and
Veronica K. W. Lai Implementing Effective Group Work for
Mathematical Achievement in Primary
School Classrooms in Hong Kong . . . . . 957--978
Nancy Romance and
Michael Vitale Implications of a Cognitive Science
Model Integrating Literacy in Science on
Achievement in Science and Reading:
Direct Effects in Grades 3--5 with
Transfer to Grades 6--7 . . . . . . . . 979--995
Aude Caussarieu and
Andrée Tiberghien When and Why Are the Values of Physical
Quantities Expressed with Uncertainties?
A Case Study of a Physics Undergraduate
Laboratory Course . . . . . . . . . . . 997--1015
Sheila Qureshi and
Venkat Rao Vishnumolakala and
Daniel C. Southam and
David F. Treagust Inquiry-Based Chemistry Education in a
High-Context Culture: a Qatari Case
Study . . . . . . . . . . . . . . . . . 1017--1038
Rebekka Darner Gougis and
Janet F. Stomberg and
Alicia T. O'Hare and
Catherine M. O'Reilly and
Nicholas E. Bader and
Thomas Meixner and
Cayelan C. Carey Post-secondary Science Students'
Explanations of Randomness and Variation
and Implications for Science Learning 1039--1056
Jane M. Watson Linking Science and Statistics:
Curriculum Expectations in Three
Countries . . . . . . . . . . . . . . . 1057--1073
Steven R. Jones and
YaeRi Lim and
Katie R. Chandler Teaching Integration: How Certain
Instructional Moves May Undermine the
Potential Conceptual Value of the
Riemann Sum and the Riemann Integral . . 1075--1095
Erlina Ronda and
Jill Adler Mining Mathematics in Textbook Lessons 1097--1114
Hélia Jacinto and
Susana Carreira Mathematical Problem Solving with
Technology: the Techno-Mathematical
Fluency of a Student-with-GeoGebra . . . 1115--1136
Marta Molina and
Susana Rodríguez-Domingo and
María Consuelo Cañadas and
Encarnación Castro Secondary School Students' Errors in the
Translation of Algebraic Statements . . 1137--1156
Emrullah Erdem Mental Computation: Evidence from Fifth
Graders . . . . . . . . . . . . . . . . 1157--1174
Emrullah Erdem Erratum to: Mental Computation: Evidence
from Fifth Graders . . . . . . . . . . . 1175--1175
Paulo Maurício and
Bianor Valente and
Isabel Chagas A Teaching--Learning Sequence of Colour
Informed by History and Philosophy of
Science . . . . . . . . . . . . . . . . 1177--1194
Ahmed Ibrahim and
Mark W. Aulls and
Bruce M. Shore Teachers' Roles, Students'
Personalities, Inquiry Learning
Outcomes, and Practices of Science and
Engineering: The Development and
Validation of the McGill Attainment
Value for Inquiry Engagement Survey in
STEM Disciplines . . . . . . . . . . . . 1195--1215
Siew Wei Tho and
Yau Yuen Yeung and
Rui Wei and
Ka Wing Chan and
Winnie Wing-mui So A Systematic Review of Remote Laboratory
Work in Science Education with the
Support of Visualizing its Structure
through the HistCite and CiteSpace
Software . . . . . . . . . . . . . . . . 1217--1236
Wilhelmina Sabina Van Rooy and
Eveline Chan Multimodal Representations in Senior
Biology Assessments: A Case Study of NSW
Australia . . . . . . . . . . . . . . . 1237--1256
Enja Osman and
Saouma BouJaoude and
Hiba Hamdan An Investigation of Lebanese G7--12
Students' Misconceptions and
Difficulties in Genetics and Their
Genetics Literacy . . . . . . . . . . . 1257--1280
Jannika Lindvall Two Large--Scale Professional
Development Programs for Mathematics
Teachers and Their Impact on Student
Achievement . . . . . . . . . . . . . . 1281--1301
Bettina Dahl First-Year Non--STEM Majors' Use of
Definitions to Solve Calculus Tasks:
Benefits of Using Concept Image over
Concept Definition? . . . . . . . . . . 1303--1322
Hsin-Mei E. Huang Curriculum Interventions for Area
Measurement Instruction to Enhance
Children's Conceptual Understanding . . 1323--1341
Stefanie Rach and
Aiso Heinze The Transition from School to University
in Mathematics: Which Influence Do
School-Related Variables Have? . . . . . 1343--1363
Yingkang Wu and
Stephen Hwang and
Jinfa Cai Being a Mathematics Teacher Educator in
China: Challenges and Strategic
Responses . . . . . . . . . . . . . . . 1365--1384
Hsiao-Lin Tuan and
Chung-Chieh Yu and
Chi-Chin Chin Investigating the Influence of a Mixed
Face-to-Face and Website Professional
Development Course on the Inquiry-Based
Conceptions of High School Science and
Mathematics Teachers . . . . . . . . . . 1385--1401
Nina Christenson and
Niklas Gericke and
Shu-Nu Chang Rundgren Science and Language Teachers'
Assessment of Upper Secondary Students'
Socioscientific Argumentation . . . . . 1403--1422
Savas Pamuk and
Semra Sungur and
Ceren Oztekin A Multilevel Analysis of Students'
Science Achievements in Relation to
their Self-Regulation, Epistemological
Beliefs, Learning Environment
Perceptions, and Teachers' Personal
Characteristics . . . . . . . . . . . . 1423--1440
Martin Niss Obstacles Related to Structuring for
Mathematization Encountered by Students
when Solving Physics Problems . . . . . 1441--1462
Peter C. Cormas Preservice Teachers' Reconciliation of
an Epistemological Issue in an
Integrated Mathematics/Science Methods
Course . . . . . . . . . . . . . . . . . 1463--1483
Sheau-Wen Lin and
Yu Liu A Diagnostic-Remediation Teaching System
for Enhancing Elementary Students'
Science Listening Comprehension . . . . 1485--1500
Elena Prieto and
Nicola Dugar An Enquiry into the Influence of
Mathematics on Students' Choice of STEM
Careers . . . . . . . . . . . . . . . . 1501--1520
Jinfa Cai and
Chunlian Jiang An Analysis of Problem-Posing Tasks in
Chinese and US Elementary Mathematics
Textbooks . . . . . . . . . . . . . . . 1521--1540
Lida J. Uribe-Flórez and
Jesse L. M. Wilkins Manipulative Use and Elementary School
Students' Mathematics Learning . . . . . 1541--1557
Amir H. Asghari and
Leyla G. Khosroshahi Making Associativity Operational . . . . 1559--1577
Ibrahim Delen and
Joseph Krajcik Synergy and Students' Explanations:
Exploring the Role of Generic and
Content-Specific Scaffolds . . . . . . . 1--21
Nuri Balta High School Teachers' Understanding of
Blackbody Radiation . . . . . . . . . . 23--43
Burkhard Priemer and
Julia Hellwig Learning About Measurement Uncertainties
in Secondary Education: A Model of the
Subject Matter . . . . . . . . . . . . . 45--68
Mang Li and
Chunping Zheng and
Jyh-Chong Liang and
Yun Zhang and
Chin-Chung Tsai Conceptions, Self-Regulation, and
Strategies of Learning Science Among
Chinese High School Students . . . . . . 69--87
Christoph Kulgemeyer Impact of Secondary Students' Content
Knowledge on Their Communication Skills
in Science . . . . . . . . . . . . . . . 89--108
Kai-Lin Yang and
Jian-Lin Li A Framework for Assessing Reading
Comprehension of Geometric Construction
Texts . . . . . . . . . . . . . . . . . 109--124
Rui Kang and
Di Liu The Importance of Multiple
Representations of Mathematical
Problems: Evidence from Chinese
Preservice Elementary Teachers' Analysis
of a Learning Goal . . . . . . . . . . . 125--143
Annette Hilton Engaging Primary School Students in
Mathematics: Can iPads Make a
Difference? . . . . . . . . . . . . . . 145--165
Ander Erickson and
Patricio Herbst Will Teachers Create Opportunities for
Discussion when Teaching Proof in a
Geometry Classroom? . . . . . . . . . . 167--181
Teukava Finau and
David F. Treagust and
Mihye Won and
A. L. Chandrasegaran Effects of a Mathematics Cognitive
Acceleration Program on Student
Achievement and Motivation . . . . . . . 183--202
Hsiao Ching She and
Kaye Stacey and
William H. Schmidt Science and Mathematics Literacy: PISA
for Better School Education . . . . . . 1--5
Xiang Hu and
Frederick K. S. Leung and
Yuan Teng The Influence of Culture on Students'
Mathematics Achievement Across 51
Countries . . . . . . . . . . . . . . . 7--24
Jihyun Hwang and
Kyong Mi Choi and
Yejun Bae and
Dong Hoon Shin Do Teachers' Instructional Practices
Moderate Equity in Mathematical and
Scientific Literacy?: an Investigation
of the PISA 2012 and 2015 . . . . . . . 25--45
Anthoni Durage Asoka De Silva and
Ali Khatibi and
S. M. Ferdous Azam Do the Demographic Differences Manifest
in Motivation to Learn Science and
Impact on Science Performance? Evidence
from Sri Lanka . . . . . . . . . . . . . 47--67
Alpaslan Sahin and
Adem Ekmekci and
Hersh C. Waxman Collective Effects of Individual,
Behavioral, and Contextual Factors on
High School Students' Future STEM Career
Plans . . . . . . . . . . . . . . . . . 69--89
Chun-Yen Tsai and
Tai-Chu Huang The Relationship Between Adult
Self-Efficacy and Scientific
Competencies: the Moderating Effect of
Gender . . . . . . . . . . . . . . . . . 91--106
Yiling Yao and
Qiping Kong and
Jinfa Cai Investigating Elementary and Middle
School Students' Subjective Well-Being
and Mathematical Performance in Shanghai 107--127
Tzu-Ling Wang and
Yi-Kuan Tseng The Comparative Effectiveness of
Physical, Virtual, and Virtual--Physical
Manipulatives on Third--Grade Students'
Science Achievement and Conceptual
Understanding of Evaporation and
Condensation . . . . . . . . . . . . . . 203--219
Wajeeh Daher and
Abdel-Gani Saifi Democratic Practices in a Constructivist
Science Classroom . . . . . . . . . . . 221--236
Antonio García-Carmona and
Ana M. Criado and
Marta Cruz-Guzmán Prospective Primary Teachers' Prior
Experiences, Conceptions, and
Pedagogical Valuations of Experimental
Activities in Science Education . . . . 237--253
Christine R. Lotter and
Stephen Thompson and
Tammiee S. Dickenson and
Whitney F. Smiley and
Genine Blue and
Mary Rea The Impact of a Practice--Teaching
Professional Development Model on
Teachers' Inquiry Instruction and
Inquiry Efficacy Beliefs . . . . . . . . 255--273
Do-Yong Park and
Mi-Hwa Park and
Alan B. Bates Exploring Young Children's Understanding
About the Concept of Volume Through
Engineering Design in a STEM Activity: A
Case Study . . . . . . . . . . . . . . . 275--294
Yusuke Shinno Reification in the Learning of Square
Roots in a Ninth Grade Classroom:
Combining Semiotic and Discursive
Approaches . . . . . . . . . . . . . . . 295--314
Muhammet Arican Preservice Middle and High School
Mathematics Teachers' Strategies when
Solving Proportion Problems . . . . . . 315--335
Rukiye Didem Taylan The Relationship between Pre-service
Mathematics Teachers' Focus on Student
Thinking in Lesson Analysis and Lesson
Planning Tasks . . . . . . . . . . . . . 337--356
Chi-hung Clarence Ng High School Students' Motivation to
Learn Mathematics: The Role of Multiple
Goals . . . . . . . . . . . . . . . . . 357--375
Hulya Kilic Pre-service Mathematics Teachers'
Noticing Skills and Scaffolding
Practices . . . . . . . . . . . . . . . 377--400
Mageswary Karpudewan and
Wolff-Michael Roth Changes in Primary Students' Informal
Reasoning During an Environment-Related
Curriculum on Socio-scientific Issues 401--419
Fatma Yaman Effects of the Science Writing Heuristic
Approach on the Quality of Prospective
Science Teachers' Argumentative Writing
and Their Understanding of Scientific
Argumentation . . . . . . . . . . . . . 421--442
Anna Spyrtou and
Jari Lavonen and
Anastasios Zoupidis and
Anni Loukomies and
Dimitris Pnevmatikos and
Kalle Juuti and
Petros Kariotoglou Transferring a Teaching Learning
Sequence Between Two Different
Educational Contexts: the Case of Greece
and Finland . . . . . . . . . . . . . . 443--463
William Medina-Jerez Science Education Research Trends in
Latin America . . . . . . . . . . . . . 465--485
Michael Adkins and
Andrew Noyes Do Advanced Mathematics Skills Predict
Success in Biology and Chemistry
Degrees? . . . . . . . . . . . . . . . . 487--502
Rukiye Ayan and
Mine Isiksal Bostan Middle School Students' Reasoning in
Nonlinear Proportional Problems in
Geometry . . . . . . . . . . . . . . . . 503--518
Woong Lim and
Ji-Won Son and
Dong-Joong Kim Understanding Preservice Teacher Skills
to Construct Lesson Plans . . . . . . . 519--538
Ghislaine Gueudet and
Birgit Pepin and
Angela Restrepo and
Hussein Sabra and
Luc Trouche E-textbooks and Connectivity: Proposing
an Analytical Framework . . . . . . . . 539--558
Anna. L. V. Lundberg and
Cecilia Kilhamn Transposition of Knowledge: Encountering
Proportionality in an Algebra Task . . . 559--579
Phuntsho Dolma and
David Nutchey and
James J. Watters and
Vinesh Chandra Investigating the Alignment of Bhutanese
Mathematics Teachers' Planned Approaches
Within the Context of a Reformed
Curriculum . . . . . . . . . . . . . . . 581--602
Cheng-Lung Wang and
Pey-Yan Liou Patterns of Motivational Beliefs in the
Science Learning of Total, High-, and
Low--Achieving Students: Evidence of
Taiwanese TIMSS 2011 Data . . . . . . . 603--618
Beatriz Bravo-Torija and
María-Pilar Jiménez-Aleixandre Developing an Initial Learning
Progression for the Use of Evidence in
Decision-Making Contexts . . . . . . . . 619--638
Yang Yang and
Peng He and
Xiufeng Liu Validation of an Instrument for
Measuring Students' Understanding of
Interdisciplinary Science in Grades 4--8
over Multiple Semesters: a Rasch
Measurement Study . . . . . . . . . . . 639--654
Kathryn Holmes and
Jennifer Gore and
Max Smith and
Adam Lloyd An Integrated Analysis of School
Students' Aspirations for STEM Careers:
Which Student and School Factors Are
Most Predictive? . . . . . . . . . . . . 655--675
Joshua Premo and
Andy Cavagnetto and
Richard Lamb The Cooperative Classroom Environment
Measure (CCEM): Refining a Measure that
Assesses Factors Motivating Student
Prosociality . . . . . . . . . . . . . . 677--697
Wei-Kuang Lee and
Chao-Jung Wu Eye Movements in Integrating Geometric
Text and Figure: Scanpaths and Given-New
Effects . . . . . . . . . . . . . . . . 699--714
Jan Olsson The Contribution of Reasoning to the
Utilization of Feedback from Software
When Solving Mathematical Problems . . . 715--735
Farhad Kazemi and
Abolfazl Rafiepour Developing a Scale to Measure Content
Knowledge and Pedagogy Content Knowledge
of In-Service Elementary Teachers on
Fractions . . . . . . . . . . . . . . . 737--757
Sonja Lutovac and
Raimo Kaasila Future Directions in Research on
Mathematics-Related Teacher Identity . . 759--776
Saeideh Heshmati and
Nicole Kersting and
Taliesin Sutton Opportunities and Challenges of
Implementing Instructional Games in
Mathematics Classrooms: Examining the
Quality of Teacher--Student Interactions
During the Cover-up and Un-cover Games 777--796
Miao-Hsuan Yen and
Chia-Yu Wang and
Wen-Hua Chang and
Sufen Chen and
Ying-Shao Hsu and
Tzu-Chien Liu Assessing Metacognitive Components in
Self-Regulated Reading of Science Texts
in E-Based Environments . . . . . . . . 797--816
Haim Eshach and
Ida Kukliansky University Physics and Engineering
Students' Use of Intuitive Rules,
Experience, and Experimental Errors and
Uncertainties . . . . . . . . . . . . . 817--834
Deepika Menon and
Troy D. Sadler Sources of Science Teaching
Self-Efficacy for Preservice Elementary
Teachers in Science Content Courses . . 835--855
Sangsoo Kim and
Jongwon Park Development and Application of Learning
Materials to Help Students Understand
Ten Statements Describing the Nature of
Scientific Observation . . . . . . . . . 857--876
Li-Chen Wu and
Li-ling Chao and
Pi-Yun Cheng and
Hsiao-Lin Tuan and
Chorng-Jee Guo Elementary Teachers' Perceptions of
Their Professional Teaching
Competencies: Differences Between
Teachers of Math/Science Majors and
Non-math/Science Majors in Taiwan . . . 877--890
Harkirat S. Dhindsa and
Siti-Zahrani Binti Haji Md Salleh Affective Domain Progression in
Single-Sex and Coeducational Schools . . 891--908
Sitti Maesuri Patahuddin and
H. B. Usman and
Ajay Ramful Affordances from Number Lines in
Fractions Instruction: Students'
Interpretation of Teacher's Intentions 909--928
Rafi' Safadi Knowledge-Integration Processes and
Learning Outcomes Associated with a
Self-Diagnosis Activity: the Case of
5th-Graders Studying Simple Fractions 929--948
Andreas Pettersen and
Guri A. Nortvedt Identifying Competency Demands in
Mathematical Tasks: Recognising What
Matters . . . . . . . . . . . . . . . . 949--965
Anu Laine and
Liisa Nåveri and
Erkki Pehkonen and
Maija Ahtee and
Markku S. Hannula Connections of Primary Teachers' Actions
and Pupils' Solutions to an Open Problem 967--983
Selin Urhan and
\cSenol Dost Analysis of Ninth Grade Mathematics
Course Book Activities Based on
Model-Eliciting Principles . . . . . . . 985--1002
Winnie Wing Mui So and
Ying Zhan and
Stephen Cheuk Fai Chow and
Chi Fai Leung Analysis of STEM Activities in Primary
Students' Science Projects in an
Informal Learning Environment . . . . . 1003--1023
Zeynep Kiryak and
Muammer Çalik Improving Grade 7 Students' Conceptual
Understanding of Water Pollution via
Common Knowledge Construction Model . . 1025--1046
Yu-Hung Chien and
Po-Ying Chu The Different Learning Outcomes of High
School and College Students on a
$3$D-Printing STEAM Engineering Design
Curriculum . . . . . . . . . . . . . . . 1047--1064
Dawit Tibebu Tiruneh and
Mieke De Cock and
Jan Elen Designing Learning Environments for
Critical Thinking: Examining Effective
Instructional Approaches . . . . . . . . 1065--1089
Luis R. Pino-Fan and
Vicenç Font and
Wilson Gordillo and
Víctor Larios and
Adriana Breda Analysis of the Meanings of the
Antiderivative Used by Students of the
First Engineering Courses . . . . . . . 1091--1113
Akitoshi Uchida and
Kazuo Mori Detection and Treatment of Fake Math ---
Dislikes among Japanese Junior High
School Students . . . . . . . . . . . . 1115--1126
Charalampos Lemonidis and
Helen Tsakiridou and
Ioanna Meliopoulou In-Service Teachers' Content and
Pedagogical Content Knowledge in Mental
Calculations with Rational Numbers . . . 1127--1145
Carlos Soneira and
José Antonio González-Calero and
David Arnau Indexical Expressions in Word Problems
and their Influence on Multiple
Referents of the Unknown . . . . . . . . 1147--1167
Roisin P. Corcoran Preparing Teachers' to Raise Students'
Mathematics Learning . . . . . . . . . . 1169--1185
Thomas Lingefjård and
Djamshid Farahani The Elusive Slope . . . . . . . . . . . 1187--1206
Hsin-Yi Chang and
Shi-Fang Tzeng Investigating Taiwanese Students'
Visualization Competence of Matter at
the Particulate Level . . . . . . . . . 1207--1226
Tobias Irish and
Nam-Hwa Kang Connecting Classroom Science with
Everyday Life: Teachers' Attempts and
Students' Insights . . . . . . . . . . . 1227--1245
Umran Betul Cebesoy and
Ceren Oztekin Genetics Literacy: Insights From Science
Teachers' Knowledge, Attitude, and
Teaching Perceptions . . . . . . . . . . 1247--1268
Aurelio Cabello-Garrido and
Enrique España-Ramos and
Ángel Blanco-López Developing a Human Nutrition Learning
Progression . . . . . . . . . . . . . . 1269--1289
Dennis Fung and
Venus Hung and
Wai-mei Lui Enhancing Science Learning Through the
Introduction of Effective Group Work in
Hong Kong Secondary Classrooms . . . . . 1291--1314
Juhaina Awawdeh Shahbari and
Fadia Nasser Abu-Alhija Does Training in Alternative Assessment
Matter? The Case of Prospective and
Practicing Mathematics Teachers'
Attitudes Toward Alternative Assessment
and Their Beliefs About the Nature of
Mathematics . . . . . . . . . . . . . . 1315--1335
Ilana Ronen ``Authentic Tasks'' and ``Extreme
Tasks'': Potential Approaches to
Overcoming Incorrect Responses in
Conservation Tasks . . . . . . . . . . . 1337--1354
Carly Sawatzki and
Peter Sullivan Shopping for Shoes: Teaching Students to
Apply and Interpret Mathematics in the
Real World . . . . . . . . . . . . . . . 1355--1373
Ariadna Gómezescobar and
Raquel Fernández-Cézar and
Silvia Guerrero Numbers and Space Intervals in Length
Measurements in the Spanish Context:
Proposals for the Transition to
Measuring with the Ruler . . . . . . . . 1375--1386
Xiaoyan Zhao and
Marja Van den Heuvel-Panhuizen and
Michiel Veldhuis Chinese Primary School Mathematics
Teachers' Assessment Profiles: Findings
from a Large-Scale Questionnaire Survey 1387--1407
Silvia Wen-Yu Lee Identifying the Item Hierarchy and
Charting the Progression across Grade
Levels: Surveying Taiwanese Students'
Understanding of Scientific Models and
Modeling . . . . . . . . . . . . . . . . 1409--1430
Jigna Nawani and
Lena Kotzebue and
Julia Rixius and
Michael Graml and
Birgit J. Neuhaus Teachers' Use of Focus Questions in
German Biology Classrooms: a Video-based
Naturalistic Study . . . . . . . . . . . 1431--1451
Jigna Nawani and
Lena von Kotzebue and
Julia Rixius and
Michael Graml and
Birgit J. Neuhaus Erratum to: Teachers' Use of Focus
Questions in German Biology Classrooms:
a Video--Based Naturalistic Study . . . 1453--1453
Ronna C. Turner and
Elizabeth A. Keiffer and
Gregory J. Salamo Observing Inquiry-Based Learning
Environments Using the Scholastic
Inquiry Observation Instrument . . . . . 1455--1478
Lin Ding Progression Trend of Scientific
Reasoning from Elementary School to
University: a Large-Scale Cross-Grade
Survey Among Chinese Students . . . . . 1479--1498
Tiberio Garza and
Margarita Huerta and
Tracy G. Spies and
Rafael Lara-Alecio and
Beverly J. Irby and
Fuhui Tong Science Classroom Interactions and
Academic Language Use with English
Learners . . . . . . . . . . . . . . . . 1499--1519
Ilana Dubovi and
Sharona T. Levy and
Efrat Dagan Situated Simulation-Based Learning
Environment to Improve Proportional
Reasoning in Nursing Students . . . . . 1521--1539
Erik Jacobson and
Joanne Lobato and
Chandra H. Orrill Middle School Teachers' Use of
Mathematics to Make Sense of Student
Solutions to Proportional Reasoning
Problems . . . . . . . . . . . . . . . . 1541--1559
Dong-Joong Kim and
Woong Lim The Relative Interdependency of
Colloquial and Mathematical Discourses
Regarding the Notion and Calculations of
Limit: an Evidence-Based Cross-Cultural
Study . . . . . . . . . . . . . . . . . 1561--1579
Dung Tran and
James E. Tarr Examination of Bivariate Data Tasks in
US High School Textbooks Through the
Statistical Investigation and Cognitive
Demands Frameworks . . . . . . . . . . . 1581--1603
Carolina Guerrero-Ortiz and
Jaime Mena-Lorca and
Astrid Morales Soto Fostering Transit between Real World and
Mathematical World: Some Phases on the
Modelling Cycle . . . . . . . . . . . . 1605--1628
Jihyun Hwang and
Kyong Mi Choi and
Yejun Bae and
Dong Hoon Shin Correction to: Do Teachers'
Instructional Practices Moderate Equity
in Mathematical and Scientific
Literacy?: An Investigation of the PISA
2012 and 2015 . . . . . . . . . . . . . 1629--1631
Frances Lawrenz and
Koeno Gravemeijer and
Michelle Stephan Correction to: Introduction to this
Special Issue (found in Int J of Sci and
Math Educ (2017) \bf 15 (Suppl
1):S1--S4) . . . . . . . . . . . . . . . 1633--1633
Frances Lawrenz and
Koeno Gravemeijer and
Michelle Stephan Correction to: Epilogue (found in Int J
of Sci and Math Educ (2017) \bf 15
(Suppl 1):S1--S4) . . . . . . . . . . . 1635--1635
Antonio García-Carmona Pre-service Primary Science Teachers'
Abilities for Solving a Measurement
Problem Through Inquiry . . . . . . . . 1--21
S. Selcen Guzey and
Elizabeth A. Ring-Whalen and
Michael Harwell and
Yadira Peralta Life STEM: A Case Study of Life Science
Learning Through Engineering Design . . 23--42
Gwendolyn A. Lawrie and
Madeleine Schultz and
Anthony H. Wright Insights and Teacher Perceptions
Regarding Students' Conceptions as They
Enter Tertiary Chemistry Studies: a
Comparative Study . . . . . . . . . . . 43--65
Dekant K\i ran and
Semra Sungur and
Sündüs Yerdelen Predicting Science Engagement with
Motivation and Teacher Characteristics:
a Multilevel Investigation . . . . . . . 67--88
Sündüs Yerdelen and
Semra Sungur Multilevel Investigation of Students'
Self-regulation Processes in Learning
Science: Classroom Learning Environment
and Teacher Effectiveness . . . . . . . 89--110
Rachael Eriksen Brown and
Christopher A. Bogiages Professional Development Through STEM
Integration: How Early Career Math and
Science Teachers Respond to Experiencing
Integrated STEM Tasks . . . . . . . . . 111--128
Behiye Ubuz and
Beril Erdo\ugan Effects of Physical Manipulative
Instructions with or without Explicit
Metacognitive Questions on Geometrical
Knowledge Acquisition . . . . . . . . . 129--151
Thorsten Scheiner and
Miguel A. Montes and
Juan D. Godino and
José Carrillo and
Luis R. Pino-Fan What Makes Mathematics Teacher Knowledge
Specialized? Offering Alternative Views 153--172
Diana-Lea Baranovich and
Pei-Chin Fong and
Fonny Hutagalung Parental Scaffolding in Mathematics
Homework Among Malaysian Private
Preschoolers: a Case Study . . . . . . . 173--196
Der-Ching Yang Performance of Fourth Graders When
Judging the Reasonableness of a
Computational Result . . . . . . . . . . 197--215
Hui Jin and
Hyo Jeong Shin and
Hayat Hokayem and
Farah Qureshi and
Thomas Jenkins Secondary Students' Understanding of
Ecosystems: a Learning Progression
Approach . . . . . . . . . . . . . . . . 217--235
E. Rollinde Learning Science Through Enacted
Astronomy . . . . . . . . . . . . . . . 237--252
Allyson Hallman-Thrasher and
Jeff Connor and
Derek Sturgill Strong Discipline Knowledge Cuts Both
Ways for Novice Mathematics and Science
Teachers . . . . . . . . . . . . . . . . 253--272
Brian R. Belland and
D. Mark Weiss and
Nam Ju Kim and
Jacob Piland and
Jiangyue Gu An Examination of Credit Recovery
Students' Use of Computer-Based
Scaffolding in a Problem-Based,
Scientific Inquiry Unit . . . . . . . . 273--293
Namsoo Shin and
Sung-Youn Choi and
Shawn Y. Stevens and
Joseph S. Krajcik The Impact of Using Coherent Curriculum
on Students' Understanding of Core Ideas
in Chemistry . . . . . . . . . . . . . . 295--315
Alexander Schüler-Meyer and
Susanne Prediger and
Taha Kuzu and
Lena Wessel and
Angelika Redder Is Formal Language Proficiency in the
Home Language Required to Profit from a
Bilingual Teaching Intervention in
Mathematics? A Mixed Methods Study on
Fostering Multilingual Students'
Conceptual Understanding . . . . . . . . 317--339
Hee-jeong Kim Teacher Learning Opportunities Provided
by Implementing Formative Assessment
Lessons: Becoming Responsive to Student
Mathematical Thinking . . . . . . . . . 341--363
Yew Hoong Leong and
Eng Guan Tay and
Tin Lam Toh and
Khiok Seng Quek and
Romina Ann Soon Yap Concretisations: a Support for Teachers
to Carry Out Instructional Innovations
in the Mathematics Classroom . . . . . . 365--384
Margot Berger Reading Mathematics Text: a Study of Two
Empirical Readings . . . . . . . . . . . 385--404
Andreas Pettersen and
Johan Braeken Mathematical Competency Demands of
Assessment Items: a Search for Empirical
Evidence . . . . . . . . . . . . . . . . 405--425
Su-Chi Fang and
Ying-Shao Hsu and
Shu-Sheng Lin Conceptualizing Socioscientific Decision
Making from a Review of Research in
Science Education . . . . . . . . . . . 427--448
Kristin Lesseig and
Jonah Firestone and
Judy Morrison and
David Slavit and
Tamara Holmlund An Analysis of Cultural Influences on
STEM Schools: Similarities and
Differences Across K--12 Contexts . . . 449--466
Irit Sasson Participation in Research Apprenticeship
Program: Issues Related to Career Choice
in STEM . . . . . . . . . . . . . . . . 467--482
Lucia Mason and
Sonia Zaccoletti and
Barbara Carretti and
Sara Scrimin and
Irene-Anna N. Diakidoy The Role of Inhibition in Conceptual
Learning from Refutation and Standard
Expository Texts . . . . . . . . . . . . 483--501
Yu-Cin Jian Reading Instructions Facilitate
Signaling Effect on Science Text for
Young Readers: an Eye-Movement Study . . 503--522
Steven R. Jones Students' Application of Concavity and
Inflection Points to Real-World Contexts 523--544
Laura Bofferding and
Sherri Farmer Most and Least: Differences in Integer
Comparisons Based on Temperature
Comparison Language . . . . . . . . . . 545--563
Shintia Revina and
Frederick Koon Shing Leung How the Same Flowers Grow in Different
Soils? The Implementation of Realistic
Mathematics Education in Utrecht and
Jakarta Classrooms . . . . . . . . . . . 565--589
Gustavo Martínez-Sierra and
Yurdia Arellano-García and
Antonia Hernández-Moreno and
Cristian Nava-Guzmán Daily Emotional Experiences of a High
School Mathematics Teacher in the
Classroom: a Qualitative
Experience-Sampling Method . . . . . . . 591--611
Özlem Erkek and
Mine I\cs\i ksal Bostan Prospective Middle School Mathematics
Teachers' Global Argumentation
Structures . . . . . . . . . . . . . . . 613--633
Hsiang-Ting Chen and
Hsin-Hui Wang and
Ying-Yan Lu and
Zuway-R Hong Bridging the Gender Gap of Children's
Engagement in Learning Science and
Argumentation Through a Modified
Argument-Driven Inquiry . . . . . . . . 635--655
Pei-Ling Hsu High School Students' and Scientists'
Experiential Descriptions of
Cogenerative Dialogs . . . . . . . . . . 657--677
Kathryn Paige and
Graham Hardy Science as Human Endeavour, Critical
Pedagogy and Practitioner Inquiry: Three
Early Career Cases . . . . . . . . . . . 679--699
Nouf Mohammed Albadi and
Jean Harkins and
John Mitchell O'Toole Recent Reforms in Saudi Secondary
Science Education: Teacher and Student
Perceptions of Grade 10 Physics . . . . 701--721
Bing Wei and
Sitong Chen and
Bo Chen An Investigation of Sources of Science
Teachers' Practical Knowledge of
Teaching with Practical Work . . . . . . 723--738
Nadav Ehrenfeld and
Einat Heyd-Metzuyanim Intellective Identities in the
Construction of a Hybrid Discourse: the
Case of an Ultra-Orthodox Jewish
Mathematics Classroom . . . . . . . . . 739--757
James Russo and
Sarah Hopkins Teachers' Perceptions of Students When
Observing Lessons Involving Challenging
Tasks . . . . . . . . . . . . . . . . . 759--779
Sitti Maesuri Patahuddin and
Tom Lowrie Examining Teachers' Knowledge of Line
Graph Task: a Case of Travel Task . . . 781--800
Kotaro Komatsu and
Keith Jones Task Design Principles for Heuristic
Refutation in Dynamic Geometry
Environments . . . . . . . . . . . . . . 801--824
Pietro Di Martino and
Francesca Gregorio The Mathematical Crisis in
Secondary-Tertiary Transition . . . . . 825--843
Yen-Ruey Kuo and
Hsiao-Lin Tuan and
Chi-Chin Chin Examining Low and Non-low Achievers'
Motivation Towards Science Learning
Under Inquiry-Based Instruction . . . . 845--862
Lyn D. English and
Donna King STEM Integration in Sixth Grade:
Desligning and Constructing Paper
Bridges . . . . . . . . . . . . . . . . 863--884
Ryan Summers and
Shuai Wang and
Fouad Abd-El-Khalick and
Ziad Said Comparing Likert Scale Functionality
Across Culturally and Linguistically
Diverse Groups in Science Education
Research: an Illustration Using Qatari
Students' Responses to an Attitude
Toward Science Survey . . . . . . . . . 885--903
Lieke Stoffelsma and
Wilbert Spooren The Relationship Between English Reading
Proficiency and Academic Achievement of
First-Year Science and Mathematics
Students in a Multilingual Context . . . 905--922
Moonhyun Han and
Heui-baik Kim Elementary Students' Modeling Using
Analogy Models to Reveal the Hidden
Mechanism of the Human Respiratory
System . . . . . . . . . . . . . . . . . 923--942
Xinrong Yang and
Gabriele Kaiser and
Johannes König and
Sigrid Blömeke Professional Noticing of Mathematics
Teachers: a Comparative Study Between
Germany and China . . . . . . . . . . . 943--963
Eun-Jung Lee and
Kyeong-Hwa Lee and
Minsun Park Developing Preservice Teachers'
Abilities to Modify Mathematical Tasks:
Using Noticing-Oriented Activities . . . 965--985
Lieve Thibaut and
Heidi Knipprath and
Wim Dehaene and
Fien Depaepe Teachers' Attitudes Toward Teaching
Integrated STEM: the Impact of Personal
Background Characteristics and School
Context . . . . . . . . . . . . . . . . 987--1007
Farzaneh Saadati and
Gamal Cerda and
Valentina Giaconi and
Cristian Reyes and
Patricio Felmer Modeling Chilean Mathematics Teachers'
Instructional Beliefs on Problem Solving
Practices . . . . . . . . . . . . . . . 1009--1029
Elizabeth M. Hughes and
Andrew M. Markelz and
Lauren E. Cozad Evaluating Various Undergraduate
Perspectives of Elementary-Level
Mathematical Writing . . . . . . . . . . 1031--1048
Mengesha Ayene and
Jeanne Krick and
Baylie Damitie and
Ake Ingerman and
Bath Thacker A Holistic Picture of Physics Student
Conceptions of Energy Quantization, the
Photon Concept, and Light Quanta
Interference . . . . . . . . . . . . . . 1049--1070
Jennifer DeWitt and
Louise Archer and
Julie Moote 15/16-Year-Old Students' Reasons for
Choosing and Not Choosing Physics at a
Level . . . . . . . . . . . . . . . . . 1071--1087
Carolyn Jia Ling Sia and
Chap Sam Lim and
Cheng Meng Chew and
Liew Kee Kor Expert-Based Cognitive Model and
Student--Based Cognitive Model in the
Learning of ``Time'': Match or Mismatch? 1089--1107
Yasemin Tas and
Gökhan Aksoy and
Ekrem Cengiz Effectiveness of Design-Based Science on
Students' Learning in Electrical Energy
and Metacognitive Self-Regulation . . . 1109--1128
Zhaoyun Wang and
Douglas McDougall Curriculum Matters: What We Teach and
What Students Gain . . . . . . . . . . . 1129--1149
Aylie Davidson and
Sandra Herbert and
Leicha A. Bragg Supporting Elementary Teachers' Planning
and Assessing of Mathematical Reasoning 1151--1171
Oi-Lam Ng Examining Technology-Mediated
Communication Using a Commognitive Lens:
the Case of Touchscreen-Dragging in
Dynamic Geometry Environments . . . . . 1173--1193
Joyce Hwee Ling Koh Articulating Teachers' Creation of
Technological Pedagogical Mathematical
Knowledge (TPMK) for Supporting
Mathematical Inquiry with Authentic
Problems . . . . . . . . . . . . . . . . 1195--1212
Cheng Yong Tan and
Khe Foon Hew The Impact of Digital Divides on Student
Mathematics Achievement in Confucian
Heritage Cultures: a Critical
Examination Using PISA 2012 Data . . . . 1213--1232
David Maximiliano Gómez and
Pablo Dartnell Middle Schoolers' Biases and Strategies
in a Fraction Comparison Task . . . . . 1233--1250
Hye-Eun Chu and
Sonya N. Martin and
Jennifer Park A Theoretical Framework for Developing
an Intercultural STEAM Program for
Australian and Korean Students to
Enhance Science Teaching and Learning 1251--1266
Gita Taasoobshirazi and
Christina Puckett and
Gwen Marchand Stereotype Threat and Gender Differences
in Biology . . . . . . . . . . . . . . . 1267--1282
Margery Gardner and
John W. Tillotson Interpreting Integrated STEM: Sustaining
Pedagogical Innovation Within a Public
Middle School Context . . . . . . . . . 1283--1300
Yun-Ping Ge and
Hsiuting Yang Do We Need Arrows in Representing an
Energy Pyramid? . . . . . . . . . . . . 1301--1316
Jingoo Kang and
Tuula Keinonen and
Shirley Simon and
Miia Rannikmäe and
Regina Soobard and
Inês Direito Scenario Evaluation with Relevance and
Interest (SERI): Development and
Validation of a Scenario Measurement
Tool for Context-Based Learning . . . . 1317--1338
Allen Leung Exploring STEM Pedagogy in the
Mathematics Classroom: a Tool-Based
Experiment Lesson on Estimation . . . . 1339--1358
Timo Kosiol and
Stefanie Rach and
Stefan Ufer (Which) Mathematics Interest is
Important for a Successful Transition to
a University Study Program? . . . . . . 1359--1380
Shai Olsher and
Ruhama Even Organizing Tools Suggested by Teachers
in the Mathematics Textbook They Use in
Class . . . . . . . . . . . . . . . . . 1381--1399
Ioannis Papadopoulos and
Nafsika Patsiala When the ``Tug-of-War'' Game Facilitates
the Development of Algebraic Thinking 1401--1421
Muhammet Arican Preservice Mathematics Teachers'
Understanding of and Abilities to
Differentiate Proportional Relationships
from Nonproportional Relationships . . . 1423--1443
Guan Saw The Impact of Inclusive STEM High
Schools on Student Outcomes: a Statewide
Longitudinal Evaluation of Texas STEM
Academies . . . . . . . . . . . . . . . 1445--1457
Bing Wei and
Yitong Ou A Comparative Analysis of Junior High
School Science Curriculum Standards in
Mainland China, Taiwan, Hong Kong, and
Macao: Based on Revised Bloom's Taxonomy 1459--1474
Sun Young Kim and
Amani K. Hamdan Alghamdi Female Secondary Students' and Their
Teachers' Perceptions of Science
Learning Environments Within the Context
of Science Education Reform in Saudi
Arabia . . . . . . . . . . . . . . . . . 1475--1496
Claudio Fazio and
Onofrio R. Battaglia Conceptual Understanding of Newtonian
Mechanics Through Cluster Analysis of
FCI Student Answers . . . . . . . . . . 1497--1517
Der-Ching Yang and
Iwan Andi J. Sianturi Sixth Grade Students' Performance,
Misconceptions, and Confidence When
Judging the Reasonableness of
Computational Results . . . . . . . . . 1519--1540
Billie Eilam and
Uri Alon Children's Object Structure
Perspective-Taking: Training and
Assessment . . . . . . . . . . . . . . . 1541--1562
Dorit Patkin and
Atara Shriki and
Ruthi Barkai Strategies Applied by Pre-service
Elementary School Mathematics Teachers
for Coping with Tasks that Require a
Mental Rotation . . . . . . . . . . . . 1563--1584
Mimi Park and
Eun-Jung Lee Korean Preservice Elementary Teachers'
Abilities to Identify Equiprobability
Bias and Teaching Strategies . . . . . . 1585--1603
Kay Achmetli and
Stanislaw Schukajlow and
Katrin Rakoczy Multiple Solutions for Real-World
Problems, Experience of Competence and
Students' Procedural and Conceptual
Knowledge . . . . . . . . . . . . . . . 1605--1625
Colin Foster and
Matthew Inglis Mathematics Teacher Professional
Journals: What Topics Appear and How Has
This Changed over Time? . . . . . . . . 1627--1648
Min-Hsien Lee and
Jyh-Chong Liang and
Ying-Tien Wu and
Guo-Li Chiou and
Chung-Yuan Hsu and
Chia-Yu Wang and
Jing-Wen Lin and
Chin-Chung Tsai High School Students' Conceptions of
Science Laboratory Learning, Perceptions
of the Science Laboratory Environment,
and Academic Self-Efficacy in Science
Learning . . . . . . . . . . . . . . . . 1--18
Gurbet Yeliz Turan and
Ay\cse Nesibe Köklükaya and
Ezgi Güven Yìldìrìm Improving Matter and Heat Subjects
Learning Through Genuine Designed
Educational Games . . . . . . . . . . . 19--42
Ya-Ling Wang and
Chin-Chung Tsai An Investigation of Taiwanese High
School Students' Basic Psychological
Need Satisfaction and Frustration in
Science Learning Contexts in Relation to
Their Science Learning Self--Efficacy 43--59
Yanlan Wan and
Hualin Bi What Major ``Socio-Scientific Topics''
Should the Science Curriculum Focused
on? A Delphi Study of the Expert
Community in China . . . . . . . . . . . 61--77
Baichang Zhong and
Liying Xia A Systematic Review on Exploring the
Potential of Educational Robotics in
Mathematics Education . . . . . . . . . 79--101
Fengfeng Ke and
Kathleen M. Clark Game-Based Multimodal Representations
and Mathematical Problem Solving . . . . 103--122
Chiara Andr\`a and
Domenico Brunetto and
Nicola Parolini and
Marco Verani Four Fundamental Modes of Participation
in Mathematics Group Activities . . . . 123--143
Orly Shapira-Lishchinsky and
Erez Zavelevsky Multiple Appearances of Parental
Interactions and Math Achievement on
TIMSS International Assessment . . . . . 145--161
Anu Laine and
Maija Ahtee and
Liisa Näveri Impact of Teacher's Actions on Emotional
Atmosphere in Mathematics Lessons in
Primary School . . . . . . . . . . . . . 163--181
Ilana Klima Ronen Empathy Awareness Among Pre-service
Teachers: the Case of the Incorrect Use
of the Intuitive Rule ``Same A--Same B'' 183--201
Xinyuan Yang and
Li-Jen Kuo and
Luchen Jiang Connecting Theory and Practice: a
Systematic Review of K--5 Science and
Math Literacy Instruction . . . . . . . 203--219
Petrea Redmond and
Hannah Gutke STEMming the Flow: Supporting Females in
STEM . . . . . . . . . . . . . . . . . . 221--237
Jon-Chao Hong and
Ming-Yueh Hwang and
Chi-Ruei Tsai and
Kai-Hsin Tai and
Yu-Feng Wu The Effect of Social Dilemma on Flow
Experience: Prosociality Relevant to
Collective Efficacy and Goal Achievement
Motivation . . . . . . . . . . . . . . . 239--258
Femi E. Babalola and
Robert J. Lambourne and
Stephen J. Swithenby The Real Aims that Shape the Teaching of
Practical Physics in Sub-Saharan Africa 259--278
Nancy L. Staus and
Kristin Lesseig and
Richard Lamb and
John Falk and
Lynn Dierking Validation of a Measure of STEM Interest
for Adolescents . . . . . . . . . . . . 279--293
Julie M. Amador Teacher Leaders' Mathematical Noticing:
Eliciting and Analyzing . . . . . . . . 295--313
Karina J. Wilkie Investigating Students' Attention to
Covariation Features of their
Constructed Graphs in a Figural Pattern
Generalisation Context . . . . . . . . . 315--336
Ciara Lane and
Máire Ní Ríordáin Out-of-Field Mathematics Teachers'
Beliefs and Practices: an Examination of
Change and Tensions Using Zone Theory 337--355
Henrique Rizek Elias and
Alessandro Jacques Ribeiro and
Angela Marta Pereira das Dores Savioli Epistemological Matrix of Rational
Number: a Look at the Different Meanings
of Rational Numbers . . . . . . . . . . 357--376
Woong Lim and
Ji-Eun Lee and
Kersti Tyson and
Hee-Jeong Kim and
Jihye Kim An Integral Part of Facilitating
Mathematical Discussions: Follow-up
Questioning . . . . . . . . . . . . . . 377--398
Gahyoung Kim and
Yeonjoo Ko and
Hyunju Lee The Effects of Community-Based
Socioscientific Issues Program
(SSI-COMM) on Promoting Students' Sense
of Place and Character as Citizens . . . 399--418
Farah L. Vallera and
Alec M. Bodzin Integrating STEM with AgLIT
(Agricultural Literacy Through
Innovative Technology): The Efficacy of
a Project-Based Curriculum for
Upper-Primary Students . . . . . . . . . 419--439
David Jeffries and
David D. Curtis and
Lindsey N. Conner Student Factors Influencing STEM Subject
Choice in Year 12: a Structural Equation
Model Using PISA/LSAY Data . . . . . . . 441--461
Colleen Vale and
Coral Campbell and
Christopher Speldewinde and
Pennie White Teaching Across Subject Boundaries in
STEM: Continuities in Beliefs about
Learning and Teaching . . . . . . . . . 463--483
Gustavo Mart\'ìnez-Sierra and
Javier Garc\'ìa-Garc\'ìa and
Mar\'ìa Valle-Zequeida and
Crisólogo Dolores-Flores High School Mathematics Teachers'
Beliefs About Assessment in Mathematics
and the Connections to Their
Mathematical Beliefs . . . . . . . . . . 485--507
Michal Tabach and
Rina Hershkowitz and
Shirly Azmon and
Tommy Dreyfus Following the Traces of Teachers'
Talk-Moves in Their Students' Verbal and
Written Responses . . . . . . . . . . . 509--528
Pedro Ivars and
Ceneida Fernández and
Salvador Llinares A Learning Trajectory as a Scaffold for
Pre-service Teachers' Noticing of
Students' Mathematical Understanding . . 529--548
Ji-Eun Lee and
Mi Yeon Lee Preservice Teachers' Exploration of
Model Breaking Points . . . . . . . . . 549--565
Rosa Delgado-Rebolledo and
Diana Zakaryan Relationships Between the Knowledge of
Practices in Mathematics and the
Pedagogical Content Knowledge of a
Mathematics Lecturer . . . . . . . . . . 567--587
Lindsey Perry Development of an early grade relational
reasoning subtask: collecting validity
evidence on technical adequacy and
reliability . . . . . . . . . . . . . . 589--609
Hans-Erik Edsand and
Tobias Broich The Impact of Environmental Education on
Environmental and Renewable Energy
Technology Awareness: Empirical Evidence
from Colombia . . . . . . . . . . . . . 611--634
Rachael Kenney and
Tuyin An and
Sung-Hee Kim and
Nelson A. Uhan and
Ji Soo Yi and
Aiman Shamsul Linear Programming Models: Identifying
Common Errors in Engineering Students'
Work with Complex Word Problems . . . . 635--655
Yaqoub J. Jafer Assessing Kuwaiti Pre-service Science
Teachers' Greenhouse Effect Perceptions
and Misconceptions . . . . . . . . . . . 657--667
Amani K. Hamdan Alghamdi Citizenship Education in Science
Curricula: Exploring the Saudi Arabia
Case . . . . . . . . . . . . . . . . . . 669--689
Kati Sormunen and
Kalle Juuti and
Jari Lavonen Maker-Centered Project-Based Learning in
Inclusive Classes: Supporting Students'
Active Participation with
Teacher-Directed Reflective Discussions 691--712
Jie Gao Sources of Mathematics Self-Efficacy in
Chinese Students: a Mixed-Method Study
with $Q$-Sorting Procedure . . . . . . . 713--732
Lian-Ming Yeo and
Yuh-Tsuen Tzeng Cognitive Effect of Tracing Gesture in
the Learning from Mathematics Worked
Examples . . . . . . . . . . . . . . . . 733--751
Mario Sánchez Aguilar and
Apolo Castaneda A Foucauldian Analysis of
Representations of Mathematicians in
Lower Secondary Mexican Mathematics
Textbooks . . . . . . . . . . . . . . . 753--770
Muhammet Arican and
Okan Kuzu Diagnosing Preservice Teachers'
Understanding of Statistics and
Probability: Developing a Test for
Cognitive Assessment . . . . . . . . . . 771--790
Haruka Takeuchi and
Yusuke Shinno Comparing the Lower Secondary Textbooks
of Japan and England: a Praxeological
Analysis of Symmetry and Transformations
in Geometry . . . . . . . . . . . . . . 791--810
Pia Nygård Larsson and
Anders Jakobsson Meaning-Making in Science from the
Perspective of Students' Hybrid Language
Use . . . . . . . . . . . . . . . . . . 811--830
Erman Erman and
Liliasari Liliasari and
Maelita Ramdani and
Nur Wakhidah Addressing Macroscopic Issues: Helping
Student Form Associations Between
Biochemistry and Sports and Aiding Their
Scientific Literacy . . . . . . . . . . 831--853
Thomas J. Smith and
David A. Walker and
Hsiang-Ting Chen and
Zuway-R. Hong Students' Sense of School Belonging and
Attitude towards Science: a
Cross-Cultural Examination . . . . . . . 855--867
Miranda C. P. Straub A Study of Student Responses to
Participation in Online Citizen Science
Projects . . . . . . . . . . . . . . . . 869--886
Erin Pearce and
Morgan Stewart and
Ummuhan Malkoc and
Ronald Ivy and
Molly Weinburgh Utilizing a Dynamic Model of Food Chains
to Enhance English Learners' Science
Knowledge and Language Construction . . 887--901
Benjamin Rott Teachers' Behaviors, Epistemological
Beliefs, and Their Interplay in Lessons
on the Topic of Problem Solving . . . . 903--924
Oi-Lam Ng and
Francesca Ferrara Towards a Materialist Vision of
`Learning as Making': the Case of $3$D
Printing Pens in School Mathematics . . 925--944
Clarence Ng Disadvantaged Students' Motivation,
Aspiration and Subject Choice in
Mathematics: a Prospective Qualitative
Investigation . . . . . . . . . . . . . 945--964
Demetra Pitta-Pantazi and
Maria Chimoni and
Constantinos Christou Different Types of Algebraic Thinking:
an Empirical Study Focusing on Middle
School Students . . . . . . . . . . . . 965--984
Wendy Ross and
Frédéric Vallée-Tourangeau and
Jo Van Herwegen Mental Arithmetic and Interactivity: the
Effect of Manipulating External Number
Representations on Older Children's
Mental Arithmetic Success . . . . . . . 985--1000
Kuang-Chao Yu and
Pai-Hsing Wu and
Szu-Chun Fan Structural Relationships among High
School Students' Scientific Knowledge,
Critical Thinking, Engineering Design
Process, and Design Product . . . . . . 1001--1022
Aeran Choi and
Brian Hand Students' Construct and Critique of
Claims and Evidence Through Online
Asynchronous Discussion Combined with
In-Class Discussion . . . . . . . . . . 1023--1040
Margaret M. Lucero and
Cesar Delgado and
Kathryn Green Elucidating High School Biology
Teachers' Knowledge of Students'
Conceptions Regarding Natural Selection 1041--1061
Jianlan Wang Compare Inquiry-Based Pedagogical
Instruction with Direct Instruction for
Pre-service Science Teacher Education 1063--1083
Rachael Eriksen Brown and
Travis Weiland and
Chandra Hawley Orrill Mathematics Teachers' Use of Knowledge
Resources When Identifying Proportional
Reasoning Situations . . . . . . . . . . 1085--1104
Irene Biza and
Dave Hewitt and
Anne Watson and
John Mason Generalization Strategies in Finding the
$n$-th Term Rule for Simple Quadratic
Sequences . . . . . . . . . . . . . . . 1105--1126
Yan Zhu and
Gabriele Kaiser Do East Asian Migrant Students Perform
Equally Well in Mathematics? . . . . . . 1127--1147
Szu-Yu Chen and
Su-Wei Lin A Cross-Cultural Study of Mathematical
Achievement: from the Perspectives of
One's Motivation and Problem-solving
Style . . . . . . . . . . . . . . . . . 1149--1167
Lovisa Sumpter Preschool Educators' Emotional
Directions Towards Mathematics . . . . . 1169--1184
Ana Kataleni\'c and
\vZeljka Milin \vSipu\vs and
Aleksandra \vCi\vzme\vsija Asymptotes and Asymptotic Behaviour in
Graphing Functions and Curves: an
Analysis of the Croatian Upper Secondary
Education Within the Anthropological
Theory of the Didactic . . . . . . . . . 1185--1205
Hee-jeong Kim and
Michelle Metzger and
Ruth M. Heaton Teacher Planning Sessions as
Professional Opportunities to Learn: an
Elementary Mathematics Teacher's
Re-conceptualization of Instructional
Triangles . . . . . . . . . . . . . . . 1207--1227
Lise Westaway and
Gabriele Kaiser and
Mellony Graven What Does Social Realism Have to Offer
for Research on Teacher Identity in
Mathematics Education? . . . . . . . . . 1229--1247
Alpaslan Sahin and
Hersh C. Waxman and
Edward Demirci and
Virginia Snodgrass Rangel An Investigation of Harmony Public
School Students' College Enrollment and
STEM Major Selection Rates and
Perceptions of Factors in STEM Major
Selection . . . . . . . . . . . . . . . 1249--1269
Cristina Ayala-Altamirano and
Marta Molina Meanings Attributed to Letters in
Functional Contexts by Primary School
Students . . . . . . . . . . . . . . . . 1271--1291
Patrick Johnson and
Aoibhinn Ní Shúilleabháin and
Máire Ní Ríordáin and
Mark Prendergast The Evolution of Student Teachers'
Concerns Regarding Mathematics
Curricular Reform . . . . . . . . . . . 1293--1310
Einat Heyd-Metzuyanim and
Rachel Hess-Green Valued Actions and Identities of
Giftedness in a Mathematical Camp . . . 1311--1331
Derya Can and
\.I Elif Yetkin Özdemir An Examination of Fourth-Grade
Elementary School Students' Number Sense
in Context-Based and Non-Context-Based
Problems . . . . . . . . . . . . . . . . 1333--1354
Xiaoli Lu and
Gabriele Kaiser and
Frederick Koon Shing Leung Mentoring Early Career Mathematics
Teachers from the Mentees'
Perspective--- a Case Study from China 1355--1374
Leslie C. Banes and
Rachel M. Restani and
Rebecca C. Ambrose and
Heather A. Martin and
Robert Bayley Relating Performance on Written
Assessments to Features of Mathematics
Discussion . . . . . . . . . . . . . . . 1375--1398
Jennifer Johnston and
Gráinne Walshe and
Máire Ní Ríordáin Supporting Key Aspects of Practice in
Making Mathematics Explicit in Science
Lessons . . . . . . . . . . . . . . . . 1399--1417
William Romine and
Chia-Lin Tsai and
Michele Miller and
Nai-En Tang and
William Folk Evaluation of a Process by which
Individual Interest Supports Learning
Within a Formal Middle School Classroom
Context . . . . . . . . . . . . . . . . 1419--1439
Cassie F. Quigley and
Dani Herro and
Calli Shekell and
Heidi Cian and
Lori Jacques Connected Learning in STEAM Classrooms:
Opportunities for Engaging Youth in
Science and Math Classrooms . . . . . . 1441--1463
Laura Ketonen and
Markus Hähkiöniemi and
Pasi Nieminen and
Jouni Viiri Pathways Through Peer Assessment:
Implementing Peer Assessment in a Lower
Secondary Physics Classroom . . . . . . 1465--1484
Sule Sahin Dogruer and
Didem Akyuz Mathematical Practices of Eighth Graders
about $3$D Shapes in an Argumentation,
Technology, and Design--Based Classroom
Environment . . . . . . . . . . . . . . 1485--1505
Sule Sahin Dogruer and
Didem Akyuz Correction to: Mathematical Practices of
Eighth Graders about $3$D Shapes in an
Argumentation, Technology, and
Design--Based Classroom Environment . . 1507--1507
Canan Mesutoglu and
Evrim Baran Examining the Development of Middle
School Science Teachers' Understanding
of Engineering Design Process . . . . . 1509--1529
Kalle Juuti and
Anni Loukomies and
Jari Lavonen Interest in Dialogic and Non-Dialogic
Teacher Talk Situations in Middle School
Science Classroom . . . . . . . . . . . 1531--1546
Jon-Marc G. Rodriguez and
Kinsey Bain and
Marcy H. Towns Graphical Forms: The Adaptation of
Sherin's Symbolic Forms for the Analysis
of Graphical Reasoning Across
Disciplines . . . . . . . . . . . . . . 1547--1563
Maike Schindler and
Achim J. Lilienthal Students' Creative Process in
Mathematics: Insights from
Eye-Tracking-Stimulated Recall Interview
on Students' Work on Multiple Solution
Tasks . . . . . . . . . . . . . . . . . 1565--1586
Annika M. Wille Activity with Signs and Speaking About
It: Exploring Students' Mathematical
Lines of Thought Regarding the
Derivative . . . . . . . . . . . . . . . 1587--1611
Eveline M. Schoevers and
Paul P. M. Leseman and
Evelyn H. Kroesbergen Enriching Mathematics Education with
Visual Arts: Effects on Elementary
School Students' Ability in Geometry and
Visual Arts . . . . . . . . . . . . . . 1613--1634
Marcus Kubsch and
Jeffrey Nordine and
David Fortus and
Joseph Krajcik and
Knut Neumann Supporting Students in Using Energy
Ideas to Interpret Phenomena: The Role
of an Energy Representation . . . . . . 1635--1654
Michael Bindis ``I Love Science'': Opinions of
Secondary School Females Toward Science
and Science Careers . . . . . . . . . . 1655--1671
Hugo Bronkhorst and
Gerrit Roorda and
Cor Suhre and
Martin Goedhart Logical Reasoning in Formal and Everyday
Reasoning Tasks . . . . . . . . . . . . 1673--1694
Carolin Enzingmüller and
Helmut Prechtl Constructing Graphs in Biology Class:
Secondary Biology Teachers' Beliefs,
Motivation, and Self-Reported Practices 1--19
Jennifer Yeo and
Eugene Lim and
Kim Chwee Daniel Tan and
Yann Shiou Ong The Efficacy of an Image-to-Writing
Approach to Learning Abstract Scientific
Concepts: Temperature and Heat . . . . . 21--44
Cathrine Maiorca and
Thomas Roberts and
Christa Jackson and
Sarah Bush and
Ashley Delaney and
Margaret J. Mohr-Schroeder and
Soledad Yao Soledad Informal Learning Environments and
Impact on Interest in STEM Careers . . . 45--64
Habiddin Habiddin and
Elizabeth Mary Page Examining Students' Ability to Solve
Algorithmic and Pictorial Style
Questions in Chemical Kinetics . . . . . 65--85
Christian Zowada and
Nadja Belova and
Ingo Eilks Enhancing Education for Sustainable
Development Through Geographical
Perspectives in Chemistry Teaching . . . 87--109
Hedwig Gasteiger and
Esther Brunner and
Ching-Shu Chen Basic Conditions of Early Mathematics
Education --- a Comparison between
Germany, Taiwan and Switzerland . . . . 111--127
Ji-Won Son and
Mi Yeon Lee Exploring the Relationship Between
Preservice Teachers' Conceptions of
Problem Solving and Their
Problem-Solving Performances . . . . . . 129--150
Meredith W. Kier and
Margaret R. Blanchard Eliciting Students' Voices Through STEM
Career Explorations . . . . . . . . . . 151--169
Meriç Özgeldi and
Utkun Ayd\i n Identifying Competency Demands in
Calculus Textbook Examples: the Case of
Integrals . . . . . . . . . . . . . . . 171--191
Sumeyra Dogan Coskun and
Mine Isiksal Bostan and
Tim Rowland An In-Service Primary Teacher's
Responses to Unexpected Moments in the
Mathematics Classroom . . . . . . . . . 193--213
S. Selcen Guzey and
Ji Yoon Jung Productive Thinking and Science Learning
in Design Teams . . . . . . . . . . . . 215--232
Belkiz Caymaz and
Abdullah Aydin The Effect of Common Knowledge
Construction Model-Based Instruction on
7th Grade Students' Academic Achievement
and Their Views about the Nature of
Science in the Electrical Energy Unit at
Schools of Different Socio-economic
Levels . . . . . . . . . . . . . . . . . 233--265
Lay Hoon Seah and
Kennedy Kam Ho Chan A Case Study of a Science Teacher's
Knowledge of Students in Relation to
Addressing the Language Demands of
Science . . . . . . . . . . . . . . . . 267--287
Kennedy Kam Ho Chan and
King Woon Yau Using Video-Based Interviews to
Investigate Pre-service Secondary
Science Teachers' Situation-Specific
Skills for Informal Formative Assessment 289--311
Aik-Ling Tan and
Jyh-Chong Liang and
Chin-Chung Tsai Relationship among High School Students'
Science Academic Hardiness, Conceptions
of Learning Science and Science Learning
Self-Efficacy in Singapore . . . . . . . 313--332
Kevin M. Oliver and
Jennifer K. Houchins and
Robert L. Moore and
Chuang Wang Informing Makerspace Outcomes Through a
Linguistic Analysis of Written and
Video-Recorded Project Assessments . . . 333--354
Der-Ching Yang and
Iwan Andi Jonri Sianturi Sixth Grade Students' Performance,
Misconception, and Confidence on a
Three-Tier Number Sense Test . . . . . . 355--375
Helge Fredriksen Exploring Realistic Mathematics
Education in a Flipped Classroom Context
at the Tertiary Level . . . . . . . . . 377--396
Emine Çatman Aksoy and
Mine I\cs\i ksal Bostan Seventh Graders' Statistical Literacy:
an Investigation on Bar and Line Graphs 397--418
Safrudiannur and
Benjamin Rott Offering an Approach to Measure Beliefs
Quantitatively: Capturing the Influence
of Students' Abilities on Teachers'
Beliefs . . . . . . . . . . . . . . . . 419--441
Navara Seetee and
Chi Chi and
Amandeep Dhir and
Sufen Chen Validation of the Science, Mathematics,
and English Task Value Scales Based on
Longitudinal Data . . . . . . . . . . . 443--460
Ulrika Bossér and
Mats Lindahl Teachers' Coordination of Dialogic and
Authoritative Discourses Promoting
Specific Goals in Socioscientific
Issue--Based Teaching . . . . . . . . . 461--482
Irit Sasson Becoming a Scientist --- Career Choice
Characteristics . . . . . . . . . . . . 483--497
Lena Hansson and
Örjan Hansson and
Kristina Juter and
Andreas Redfors Curriculum Emphases, Mathematics and
Teaching Practices: Swedish
Upper-Secondary Physics Teachers' Views 499--515
Heesoo Ha and
Heui-Baik Kim Framing Oneself and One Another as
Collaborative Contributors in Small
Group Argumentation in a Science
Classroom . . . . . . . . . . . . . . . 517--537
Mi Yeon Lee and
Ji-Eun Lee Pre-service Teachers' Selection,
Interpretation, and Sequence of Fraction
Examples . . . . . . . . . . . . . . . . 539--558
Angel Alsina and
Antonio Maurandi and
Elvira Ferre and
Claudia Coronata Validating an Instrument to Evaluate the
Teaching of Mathematics Through
Processes . . . . . . . . . . . . . . . 559--577
Ilija Milovanovi\'c and
Bojan Branova\vcki Adaptation and Psychometric Evaluation
of Modified Abbreviated Math Anxiety
Scale for Children in Serbia . . . . . . 579--598
Sebastian Geisler and
Katrin Rolka ``That Wasn't the Math I Wanted to
do!''--- Students' Beliefs During the
Transition from School to University
Mathematics . . . . . . . . . . . . . . 599--618
Kiew Nee Tee and
Kwan Eu Leong and
Suzieleez Syrene Abdul Rahim A Self-Regulation Model of Mathematics
Achievement for Eleventh-Grade Students 619--637
Dongjo Shin and
Jaekwoun Shim A Systematic Review on Data Mining for
Mathematics and Science Education . . . 639--659
Robert Ceglie Science Faculty's Support for
Underrepresented Students: Building
Science Capital . . . . . . . . . . . . 661--679
Hui Jin and
Duanli Yan and
Wenju Cui An Empirically Grounded Framework That
Evaluates Argument Quality in Scientific
and Social Contexts . . . . . . . . . . 681--700
Wonho Shin and
Jongwon Park Developing a List of Behavioral
Characteristics of Creative Physicists
During Their Growth Period . . . . . . . 701--725
Pei-I Chou The Representation of Global Issues in
Taiwanese Elementary School Science
Textbooks . . . . . . . . . . . . . . . 727--745
Shengying Xie and
Jinfa Cai Teachers' Beliefs about Mathematics,
Learning, Teaching, Students, and
Teachers: Perspectives from Chinese High
School In-Service Mathematics Teachers 747--769
Su-Chi Fang Towards Scientific Inquiry in Secondary
Earth Science Classrooms: Opportunities
and Realities . . . . . . . . . . . . . 771--792
Mi Yeon Lee The Potential Relationship Between
Clinical Interview Skills and
Mathematics Teacher Noticing: an
Exploratory Study . . . . . . . . . . . 793--814
Xinrong Yang and
Gabriele Kaiser and
Sigrid Blömeke Relationship Between Chinese Mathematics
Teachers' Knowledge and Their
Professional Noticing . . . . . . . . . 815--837
Jan A. Yow and
Ashlye Wilkerson and
Celeste Gay Mathematics and Science Teacher
Leadership Understanding Through a
Teacher Leadership Course . . . . . . . 839--862
Jon-Chao Hong and
Ming-Yueh Hwang and
Chi-Ruei Tsai The Effect of Object-Free and
Object-Related Intelligences on Hands-On
Making Self-Efficacy and Attitude Toward
Quality Improvement . . . . . . . . . . 863--879
Konrad Krainer and
Ruhama Even and
Amanda Berry Research on Learners and Teachers of
Mathematics and Science: Forerunners to
a Focus on Teacher Educator Professional
Growth . . . . . . . . . . . . . . . . . 1--19
Chrissavgi Triantafillou and
Giorgos Psycharis and
Vasiliki Spiliotopoulou Teacher Educators' Activity Aiming to
Support Inquiry Through Mathematics and
Science Teacher Collaboration . . . . . 21--37
Hamsa Venkat and
Mike Askew Development in South African Primary
Mathematics Teacher Educators' Work with
In-Service Teachers . . . . . . . . . . 39--58
Alison Castro Superfine and
Kathleen Pitvorec Using Community Artifacts to Support
Novice Math Teacher Educators in
Teaching Prospective Teachers . . . . . 59--75
Gwendolyn M. Lloyd and
Andrea de Carle and
Mary Jayne Coon-Kitt When You're with Me, I'm Learning: a
Duoethnography of Teacher Educators'
Identities in Relation to Observing
Preservice Teachers' Emergent
Mathematics Instruction . . . . . . . . 77--98
Andrea E. Weinberg and
Meena M. Balgopal and
Laura B. Sample McMeeking Professional Growth and Identity
Development of STEM Teacher Educators in
a Community of Practice . . . . . . . . 99--120
Hilda Borko and
Janet Carlson and
Anthony Muro Villa Learning to Lead: an Approach to
Mathematics Teacher Leader Development 121--143
Deborah Hanuscin and
Deborah Donovan and
Roxane Ronca Supporting the Professional Development
of Science Teacher Educators Through
Shadowing . . . . . . . . . . . . . . . 145--165
Meredith Park Rogers and
Amanda Berry and
Ruhama Even Finding Common Ground: A Synthesis of
Science and Mathematics Teacher
Educators' Experiences with Professional
Growth . . . . . . . . . . . . . . . . . 167--180
Kimberley Wilson Exploring the Challenges and Enablers of
Implementing a STEM Project-Based
Learning Programme in a Diverse Junior
Secondary Context . . . . . . . . . . . 881--897
Jon-Chao Hong and
Ming-Yueh Hwang and
Elson Szeto and
Kai-Hsin Tai and
Chi-Ruei Tsai Undergraduate Science Students'
Scientist--Practitioner Gap: the Role of
Epistemic Curiosity and Cognitive
Flexibility . . . . . . . . . . . . . . 899--913
Lisa Lundgren and
Kent J. Crippen and
Richard T. Bex II Profiles in Practice: Stories of
Paleontology Within an Online,
Scientific Community . . . . . . . . . . 915--933
Seyit Ahmet Kiray and
Sena Simsek Determination and Evaluation of the
Science Teacher Candidates'
Misconceptions About Density by Using
Four-Tier Diagnostic Test . . . . . . . 935--955
Kader Bilican and
Valarie Akerson and
Vanashri Nargund Learning by Teaching: a Case Study of
Co-teaching to Enhance Nature of Science
Pedagogy, Successes, and Challenges . . 957--976
Soryna Sabbah and
Einat Heyd-Metzuyanim Integration of Arab Female Students at a
Technological University --- Narratives
of Identity in Figured Worlds . . . . . 977--996
Natasha N. Ramsay-Jordan How Secondary Mathematics Preservice
Teachers Grapple with Enacting
Culturally Responsive Practices at
Placement Sites . . . . . . . . . . . . 997--1013
Rabih El Mouhayar Investigating Quality of Class Talk in
Grade 7: the Case of Pattern
Generalization . . . . . . . . . . . . . 1015--1036
Dongjo Shin Preservice Mathematics Teachers'
Selective Attention and Professional
Knowledge-Based Reasoning About
Students' Statistical Thinking . . . . . 1037--1055
Fadime Ulusoy Prospective Early Childhood and
Elementary School Mathematics Teachers'
Concept Images and Concept Definitions
of Triangles . . . . . . . . . . . . . . 1057--1078
Mi Yeon Lee and
Ji-Eun Lee Spotlight on Area Models: Pre-service
Teachers' Ability to Link Fractions and
Geometric Measurement . . . . . . . . . 1079--1102
Judith Morrison and
Janet Frost and
Chad Gotch and
Amy Roth McDuffie and
Bruce Austin and
Brian French Teachers' Role in Students' Learning at
a Project-Based STEM High School:
Implications for Teacher Education . . . 1103--1123
Dongsheng Wan and
Yew-Jin Lee The Intellectual Demands and Coherency
of Topics of Reformed Primary Science
Curricula from Three East--Asian Regions 1125--1144
Bülent Pekda\ug and
Gamze Dolu and
Handan Ürek and
Nursen Azizo\uglu Exploring On-Campus and in Real School
Classroom Microteaching Practices: the
Effect on the Professional Development
of Preservice Teachers . . . . . . . . . 1145--1166
Lihua Xu and
Joseph Ferguson and
Russell Tytler Student Reasoning About the Lever
Principle Through Multimodal
Representations: a Socio-Semiotic
Approach . . . . . . . . . . . . . . . . 1167--1186
Erhan Bingolbali and
Gokhan Demir and
John D. Monaghan Knowledge of Sets: a Didactic Phenomenon 1187--1208
Lluís Albarracín and
Irene Ferrando and
Núria Gorgorió The Role of Context for Characterising
Students' Strategies when Estimating
Large Numbers of Elements on a Surface 1209--1227
Ana María Mejía-Rodríguez and
Hans Luyten and
Martina R. M. Meelissen Gender Differences in Mathematics
Self-concept Across the World: an
Exploration of Student and Parent Data
of TIMSS 2015 . . . . . . . . . . . . . 1229--1250
Yasemin Copur-Gencturk and
Ian Thacker and
David Quinn K--8 Teachers' Overall and
Gender-Specific Beliefs About
Mathematical Aptitude . . . . . . . . . 1251--1269
Se Woong Lee and
Xinyi Mao Algebra by the Eighth Grade: The
Association Between Early Study of
Algebra I and Students' Academic Success 1271--1289
Yew Hoong Leong and
Tin Lam Toh and
Eng Guan Tay and
Khiok Seng Quek and
Pee Choon Toh and
Dindyal Jaguthsing Scaling up of Continual Professional
Development for Mathematics Problem
Solving in Singapore Schools . . . . . . 1291--1310
Kok-Sing Tang and
Natasha Anne Rappa The Role of Metalanguage in an Explicit
Literacy Instruction on Scientific
Explanation . . . . . . . . . . . . . . 1311--1331
Sara Salloum and
Saouma BouJaoude Understanding Interactions in
Multilingual Science Classrooms through
Cultural--Historical Activity Theory
(CHAT): What Do Contradictions Tell Us? 1333--1355
Lin Ding and
Zehao Jia and
Ping Zhang From Learning Capacitance to Making
Capacitors: the Missing Critical
Sensemaking . . . . . . . . . . . . . . 1357--1373
Sibel Erduran and
Ebru Kaya and
Aysegul Cilekrenkli and
Selin Akgun and
Busra Aksoz Perceptions of Nature of Science
Emerging in Group Discussions: a
Comparative Account of Pre-service
Teachers from Turkey and England . . . . 1375--1396
Xiaohong Zhan and
Daner Sun and
Zhi Hong Wan and
Yingli Hua and
Ranran Xu Investigating Teacher Perceptions of
Integrating Engineering into Science
Education in Mainland China . . . . . . 1397--1420
Sintria Labres Lautert and
Analúcia Dias Schliemann Using and Understanding Algorithms to
Solve Double and Multiple
Proportionality Problems . . . . . . . . 1421--1440
Zheng Jiang and
Ida Ah Chee Mok and
Jianhua Li Chinese Students' Hierarchical
Understanding of Part-whole and Measure
Subconstructs . . . . . . . . . . . . . 1441--1461
Kristy Litster and
Christina W. Lommatsch and
Joshua R. Novak and
Patricia S. Moyer-Packenham and
M. Jill Harmon and
Allison L. Roxburgh and
Emma P. Bullock The Role of Gender on the Associations
among Children's Attitudes, Mathematics
Knowledge, Digital Game Use, Perceptions
of Affordances, and Achievement . . . . 1463--1483
Leslie Glen and
Rina Zazkis On Linear Functions and Their Graphs:
Refining the Cartesian Connection . . . 1485--1504
Luhuan Huang and
Michiel Doorman and
Wouter van Joolingen Inquiry-Based Learning Practices in
Lower-Secondary Mathematics Education
Reported by Students from China and The
Netherlands . . . . . . . . . . . . . . 1505--1521
Szu-Chun Fan and
Kuang-Chao Yu and
Kuen-Yi Lin A Framework for Implementing an
Engineering-Focused STEM Curriculum . . 1523--1541
Antonio García-Carmona The Use of Analogies in Science
Communication: Effectiveness of an
Activity in Initial Primary Science
Teacher Education . . . . . . . . . . . 1543--1561
Ozgur Kivilcan Dogan Methodological? Or Dialectical?:
Reflections of Scientific Inquiry in
Biology Textbooks . . . . . . . . . . . 1563--1585
Deepika Menon and
Saiqa Azam Investigating Preservice Teachers'
Science Teaching Self-Efficacy: an
Analysis of Reflective Practices . . . . 1587--1607
Dennis Fung Teaching Science Through Home and Second
Languages as the Medium of Instruction:
a Comparative Analysis of Junior
Secondary Science Classrooms in Hong
Kong . . . . . . . . . . . . . . . . . . 1609--1634
Shai Olsher and
Jason Cooper Expressing the Voice of the Textbook ---
Insights Gained from Tagging Didactic
Metadata . . . . . . . . . . . . . . . . 1635--1653
Alice Lemmo A Tool for Comparing Mathematics Tasks
from Paper-Based and Digital
Environments . . . . . . . . . . . . . . 1655--1675
Shin-Yi Lee Research Status of Mathematical Problem
Posing in Mathematics Education Journals 1677--1693
Michal Ayalon and
Elena Naftaliev and
Esther S. Levenson and
Sigal Levy Prospective and In-Service Mathematics
Teachers' Attention to a Rich
Mathematics Task While Planning its
Implementation in the Classroom . . . . 1695--1716
Federica Ferretti and
Chiara Giberti The Properties of Powers: Didactic
Contract and Gender Gap . . . . . . . . 1717--1735
Serkan Arikan and
Emine Erktin and
Melek Pesen Development and Validation of a STEM
Competencies Assessment Framework . . . 1--24
Hui Luan and
Tung-Lin Li and
Min-Hsien Lee High School Students' Environmental
Education in Taiwan: Scientific
Epistemic Views, Decision-Making Style,
and Recycling Intention . . . . . . . . 25--44
Sibel Er Nas and
Hava \.Ipek Akbulut and
Muammer Çalik and
Merve \.Irem Emir Facilitating Conceptual Growth of the
Mainstreamed Students with Learning
Disabilities via a Science Experimental
Guidebook: a Case of Physical Events . . 45--67
Hasan Ozgur Kapici and
Hakan Akcay and
Ece Ebrar Koca Comparison of the Quality of Written
Scientific Arguments in Different
Laboratory Environments . . . . . . . . 69--88
Federico Navarro and
Julieta Orlando and
Caren Vega-Retter and
Alejandro D. Roth ``Science Writing in Higher Education:
Effects of Teaching Self--Assessment of
Scientific Poster Construction on
Writing Quality and Academic
Achievement'' . . . . . . . . . . . . . 89--110
Jodie Hunter and
Jodie Miller Using a Culturally Responsive Approach
to Develop Early Algebraic Reasoning
with Young Diverse Learners . . . . . . 111--131
Hana Kang and
Leland Cogan The Differential Role of Socioeconomic
Status in the Relationship between
Curriculum-Based Mathematics and
Mathematics Literacy: the Link Between
TIMSS and PISA . . . . . . . . . . . . . 133--148
Amber Simpson and
Michelle Feyerabend Tug-of-War: the Pull of Formal
Institutional Practices and Structures
and the Desire for Personal Change . . . 149--168
Zehavit Kohen and
Ortal Nitzan Excellence in Mathematics in Secondary
School and Choosing and Excelling in
STEM Professions over Significant
Periods in Life . . . . . . . . . . . . 169--191
Aarifah Gardee and
Karin Brodie Relationships Between Teachers'
Interactions with Learner Errors and
Learners' Mathematical Identities . . . 193--214
Nam Ju Kim and
Cristiane Rocha Vicentini and
Brian R. Belland Influence of Scaffolding on Information
Literacy and Argumentation Skills in
Virtual Field Trips and Problem-Based
Learning for Scientific Problem Solving 215--236
Mojtaba Khajeloo and
Julie A. Birt and
Elizabeth M. Kenderes and
Marcelle A. Siegel and
Hai Nguyen and
Linh T. Ngo and
Bethany R. Mordhorst and
Keala Cummings Challenges and Accomplishments of
Practicing Formative Assessment: a Case
Study of College Biology Instructors'
Classrooms . . . . . . . . . . . . . . . 237--254
Jocelyn Steinke and
Brooks Applegate and
Jay R. Penny and
Sean Merlino Effects of Diverse STEM Role Model
Videos in Promoting Adolescents'
Identification . . . . . . . . . . . . . 255--276
Stefanie Schallert and
Zsolt Lavicza and
Ellen Vandervieren Towards Inquiry-Based Flipped Classroom
Scenarios: a Design Heuristic and
Principles for Lesson Planning . . . . . 277--297
Pamela Esprívalo Harrell and
Benjamin Kirby and
Kartheyan Subramaniam and
Chris Long Are Elementary Preservice Teachers
Floating or Sinking in Their
Understanding of Buoyancy? . . . . . . . 299--320
Lars Madej Primary School Students' Knowledge of
the Equal Sign--- the Swedish Case . . . 321--343
Hulya Kilic and
Oguzhan Dogan Preservice Mathematics Teachers'
Noticing in Action and in Reflection . . 345--366
Maria Burgos and
Juan D. Godino Assessing the Epistemic Analysis
Competence of Prospective Primary School
Teachers on Proportionality Tasks . . . 367--389
Craig Pournara and
Jill Adler Revisiting School Mathematics in
Pre-service Secondary Teacher Education:
Purposes, Opportunities and Challenges 391--410
Marija Kaplar and
Slavi\vsa Radovi\'c and
Kristina Veljkovi\'c and
Ksenija Simi\'c-Muller and
Miroslav Mari\'c The Influence of Interactive Learning
Materials on Solving Tasks That Require
Different Types of Mathematical
Reasoning . . . . . . . . . . . . . . . 411--433
Richard Carlos L. Velasco and
Rebecca Hite and
Jeff Milbourne Exploring Advocacy Self-efficacy Among
K-12 STEM Teacher Leaders . . . . . . . 435--457
Lena von Kotzebue and
Christian Förtsch Dealing with Student Errors in
Whole-Class Discussions of Biology
Lessons at German Secondary Schools . . 459--480
Merav Siani and
Anat Yarden ``I Think that Teachers Do Not Teach
Evolution Because It Is Complicated'':
Difficulties in Teaching and Learning
Evolution in Israel . . . . . . . . . . 481--501
Fa Zhang and
Christine L. Bae and
Michael Broda Science Self--Concept, Relatedness, and
Teaching Quality: a Multilevel Approach
to Examining Factors that Predict
Science Achievement . . . . . . . . . . 503--529
James Russo and
Amy MacDonald and
Toby Russo The Influence of Making Predictions on
the Accuracy of Numerosity Estimates in
Elementary-Aged Children . . . . . . . . 531--551
Xiaoheng Yan and
Ofer Marmur and
Rina Zazkis Advanced Mathematics for Secondary
School Teachers: Mathematicians'
Perspective . . . . . . . . . . . . . . 553--573
Gustavo Martínez-Sierra and
Yurdia Arellano-García and
Antonia Hernández-Moreno Which Situations Trigger Emotions of
Secondary School Mathematics Teachers? 575--595
M. Luz Callejo and
Patricia Pérez-Tyteca and
Mar Moreno and
Gloria Sánchez-Matamoros The Use of a Length and Measurement HLT
by Pre-Service Kindergarten Teachers' to
Notice Children's Mathematical Thinking 597--617
Panagiotis Gridos and
Evgenios Avgerinos and
Joanna Mamona-Downs and
Roza Vlachou Geometrical Figure Apprehension,
Construction of Auxiliary Lines, and
Multiple Solutions in Problem Solving:
Aspects of Mathematical Creativity in
School Geometry . . . . . . . . . . . . 619--636
Qintong Hu and
Ji-Won Son and
Lynn Hodge Algebra Teachers' Interpretation and
Responses to Student Errors in Solving
Quadratic Equations . . . . . . . . . . 637--657
Jessica Shuk Ching Leung Shifting the Teaching Beliefs of
Preservice Science Teachers About
Socioscientific Issues in a Teacher
Education Course . . . . . . . . . . . . 659--682
Serpil Kara and
Sevgi Kingir Implementation of the Model-Based
Science Writing Heuristic Approach in
Elementary School Science . . . . . . . 683--703
Lihua Xu Towards a Social Semiotic Interpretation
of the Chemistry Triangle: Student
Exploration of Changes of State in an
Australian Secondary Science Classroom 705--726
Katja Maass and
Stefan Sorge and
Oliver Straser Promoting Active Citizenship in
Mathematics and Science Teaching . . . . 727--746
Brenda M. Capobianco and
Jeffrey Radloff and
Jenna Clingerman Facilitating Preservice Elementary
Science Teachers' Shift from Learner to
Teacher of Engineering Design-Based
Science Teaching . . . . . . . . . . . . 747--767
Grace-Judith Vesga-Bravo and
Zaida-Mabel Angel-Cuervo and
Gerardo-Antonio Chacón-Guerrero Beliefs About Mathematics, Its Teaching,
and Learning: Contrast Between
Pre-service and In-service Teachers . . 769--791
Analúcia D. Schliemann and
David W. Carraher and
Montserrat Teixidor-i-Bigas Teacher Development Structured Around
Reasoning About Functions . . . . . . . 793--816
Chin Huan and
Chew Cheng Meng and
Thien Lei Mee Development and Validation of a
Cognitive Diagnostic Assessment with
Ordered Multiple-Choice Items for
Addition of Time . . . . . . . . . . . . 817--837
Esra Dem\.iray and
Mine I\csiksal-Bostan and
Elif Saygi Types of Global Argumentation Structures
in Conjecture-Generation Activities
Regarding Geometry . . . . . . . . . . . 839--860
Marinos Anastasakis and
Stephen Lerman Tool-Use profiles in Undergraduate
Mathematics . . . . . . . . . . . . . . 861--879
Dongsheng Wan and
Yew-Jin Lee Coherence of Topics from Middle-School
Integrated Science Textbooks from Taiwan
and Korea . . . . . . . . . . . . . . . 881--899
Hyun-Kyung Kim and
Haesun A. Kim Analysis of Student Responses to
Constructed Response Items in the
Science Assessment of Educational
Achievement in South Korea . . . . . . . 901--919
Duygu Metin Peten Influence of the Argument-Driven Inquiry
with Explicit-Reflective Nature of
Scientific Inquiry Intervention on
Pre-service Science Teachers'
Understandings About the Nature of
Scientific Inquiry . . . . . . . . . . . 921--941
Hsin Ning Jessie Ho and
Jyh-Chong Liang and
Chin-Chung Tsai The Interrelationship Among High School
Students' Conceptions of Learning
Science, Self-Regulated Learning
Science, and Science Learning
Self-Efficacy . . . . . . . . . . . . . 943--962
Motlhale Judicial Sebatana and
Washington Takawira Dudu Reality or Mirage: Enhancing
21st-Century Skills Through
Problem-Based Learning While Teaching
Particulate Nature of Matter . . . . . . 963--980
Dina Tirosh and
Pessia Tsamir Missing and Mis-in Concept Images of
Parallelograms: the Case of Tal . . . . 981--997
Rabih El Mouhayar The Role of Languages in the Process of
Objectification in Pattern
Generalization in a Multilingual
Mathematics Classroom . . . . . . . . . 999--1020
Yasemin Copur-Gencturk Teachers' Knowledge of Fraction
Magnitude . . . . . . . . . . . . . . . 1021--1036
Carlos Soneira The Use of Representations when Solving
Algebra Word Problems and the Sources of
Solution Errors . . . . . . . . . . . . 1037--1056
Timothy H. Lehmann Making Sense of Algorithms in Discrete
Mathematics . . . . . . . . . . . . . . 1057--1077
Jonathan Brendefur and
Joe Champion and
Richard D. Osguthorpe The Effects of Mathematics Professional
Development on Elementary Student
Achievement . . . . . . . . . . . . . . 1079--1097
Safrudiannur and
Lennart Belke and
Benjamin Rott A Pseudo-Longitudinal Approach for
Investigating Pre-Service Teachers'
Beliefs During Their University
Education . . . . . . . . . . . . . . . 1099--1122
Yasemin Copur-Gencturk and
\.Ibrahim Burak Ölmez Teachers' Attention to and Flexibility
with Referent Units . . . . . . . . . . 1123--1139
Wilfred W. F. Lau Predicting Pre-service Mathematics
Teachers' Teaching and Learning
Conceptions: The Role of Mathematical
Beliefs, Mathematics Self-efficacy, and
Mathematics Teaching Efficacy . . . . . 1141--1160
Julia Joklitschke and
Benjamin Rott and
Maike Schindler Notions of Creativity in Mathematics
Education Research: a Systematic
Literature Review . . . . . . . . . . . 1161--1181
Eder Pinto and
María C. Cañadas and
Antonio Moreno Functional Relationships Evidenced and
Representations Used by Third Graders
Within a Functional Approach to Early
Algebra . . . . . . . . . . . . . . . . 1183--1202
Melih Turgut Reinventing Geometric Linear
Transformations in a Dynamic Geometry
Environment: Multimodal Analysis of
Student Reasoning . . . . . . . . . . . 1203--1223
Meng Guo and
Xiang Hu and
Frederick K. S. Leung Culture, Goal Orientations, and
Mathematics Achievement among Chinese
Students . . . . . . . . . . . . . . . . 1225--1245
Hagar Gal Nurturing Autonomous Learners: from
Small-Step Teaching to Generic Questions 1247--1267
Leonidas Manou and
Anna Spyrtou and
Petros Kariotoglou What does
``Nanoscience--Nanotechnology'' mean to
primary school teachers? . . . . . . . . 1269--1290
Haydée De Loof and
Jelle Boeve-de Pauw and
Peter Van Petegem Engaging Students with Integrated STEM
Education: a Happy Marriage or a Failed
Engagement? . . . . . . . . . . . . . . 1291--1313
Irene Lampert and
Kai Niebert and
Markus Wilhelm Instructional guidelines based on
conceptions of students and scientists
about economic and population growth
within planetary boundaries . . . . . . 1315--1336
Peng He and
Changlong Zheng and
Tingting Li Development and Validation of an
Instrument for Measuring Chinese
Chemistry Teachers' Perceived
Self-Efficacy Towards Chemistry Core
Competencies . . . . . . . . . . . . . . 1337--1359
María Armario and
José María Oliva and
Natalia Jiménez-Tenorio Spanish Preservice Primary School
Teachers' Understanding of the Tides
Phenomenon . . . . . . . . . . . . . . . 1361--1386
Erin E. Turner and
Amy Roth McDuffie and
James E. Smith Mathematical Modeling in the Elementary
Grades: Developing and Testing an
Assessment . . . . . . . . . . . . . . . 1387--1409
Colin Foster Implementing Confidence Assessment in
Low-Stakes, Formative Mathematics
Assessments . . . . . . . . . . . . . . 1411--1429
David Sekao and
Johann Engelbrecht South African Primary Mathematics
Teachers' Experiences and Perspectives
About Lesson Study . . . . . . . . . . . 1431--1453
Mustafa Cevikbas and
Gabriele Kaiser Student Engagement in a Flipped
Secondary Mathematics Classroom . . . . 1455--1480
Shudong Zhang and
Shuyuan Yu and
Ting Jiang The Effects of
Concrete-Representational-Abstract
Sequence Instruction on Fractions for
Chinese Elementary Students with
Mathematics Learning Disabilities . . . 1481--1498
Michelle Stephan and
Didem Akyuz Semiotics from a Social Constructivist
Perspective . . . . . . . . . . . . . . 1499--1519
Lisa Darragh and
Nike Franke Lessons from Lockdown: Parent
Perspectives on Home-learning
Mathematics During COVID-19 Lockdown . . 1521--1542
Ann Downton and
Sharyn Livy Insights into Students' Geometric
Reasoning Relating to Prisms . . . . . . 1543--1571
Annalisa Cusi and
Shai Olsher Design of Classroom Discussions and the
Role of the Expert in Fostering an
Effective and Aware Use of Examples as a
Means of Argumentation . . . . . . . . . 1573--1593
Nathalie Sayac and
Michiel Veldhuis Mathematics Assessment Practices of
Primary School Teachers in France . . . 1595--1610
Reyhan Tekin-Sitrava and
Gabriele Kaiser and
Mine I\csìksal-Bostan Development of Prospective Teachers'
Noticing Skills Within Initial Teacher
Education . . . . . . . . . . . . . . . 1611--1634
Rachael Eriksen Brown Using Written Teaching Replays to Learn
What Early Career Secondary Mathematics
Teachers Notice . . . . . . . . . . . . 1635--1657
Dongjo Shin Teaching Mathematics Integrating
Intelligent Tutoring Systems:
Investigating Prospective Teachers'
Concerns and TPACK . . . . . . . . . . . 1659--1676
Maria Latsi and
Chronis Kynigos Mathematical Assemblages Around Dynamic
Aspects of Angle in Digital and Physical
Space . . . . . . . . . . . . . . . . . 1677--1698
Jaehoon Yim and
Hyung Sook Lee Students' Use of Prior Conceptions of
Symbols in Finding an Equation for a
Horizontal Translation of the Graph of a
Function . . . . . . . . . . . . . . . . 1699--1717
Ángel Alsina and
María Salgado Understanding Early Mathematical
Modelling: First Steps in the Process of
Translation Between Real-world Contexts
and Mathematics . . . . . . . . . . . . 1719--1742
Marianne van Dijke-Droogers and
Paul Drijvers and
Arthur Bakker Introducing Statistical Inference:
Design of a Theoretically and
Empirically Based Learning Trajectory 1743--1766
Felipe Ruz and
Beth L. Chance and
José M. Contreras Exploring How Chilean Pre-service
Teachers' Attitudes Towards Stochastics
Vary by Content Topic . . . . . . . . . 1767--1789
Tugce Taban and
Seyit Ahmet Kiray Determination of Science Teacher
Candidates' Misconceptions on Liquid
Pressure with Four--Tier Diagnostic Test 1791--1811
Smadar Levy and
Esther Bagno and
Hana Berger and
Bat-Sheva Eylon Professional Growth of Physics
Teacher--Leaders in a Professional
Learning Communities Program: the
Context of Inquiry--Based Laboratories 1813--1839
María José Carreño and
Juan C. Castro-Alonso and
María José Gallardo Interest in Physics After Experimental
Activities with a Mobile Application:
Gender Differences . . . . . . . . . . . 1841--1857
Sri Rahayu and
David F. Treagust and
A. L. Chandrasegaran High School and Preservice Chemistry
Teacher Education Students'
Understanding of Voltaic and
Electrolytic Cell Concepts: Evidence of
Consistent Learning Difficulties Across
Years . . . . . . . . . . . . . . . . . 1859--1882
Fan-Yu Yeh and
Ngoc-Huy Tran and
Shih Hsun Hung and
Chin-Fei Huang A Study of Environmental Literacy,
Scientific Performance, and
Environmental Problem--Solving . . . . . 1883--1905
Ivana Z. Bogdanovi\'c and
Du\vsica D. Rodi\'c and
Tamara N. Ron\vcevi\'c and
Jelena D. Stanisavljevi\'c and
Zekri A. M. Zouhor The Relationship Between Elementary
Students' Physics Performance and
Metacognition Regarding Using Modified
Know--Want-Learn Strategy . . . . . . . 1907--1926
Mijung Kim Student Agency and Teacher Authority in
Inquiry--Based Classrooms: Cases of
Elementary Teachers' Classroom Talk . . 1927--1948
Changzhao Wang and
Ji Shen and
Jie Chao Integrating Computational Thinking in
STEM Education: A Literature Review . . 1949--1972
Kok-Sing Tang and
Sheau-Wen Lin and
Berinderjeet Kaur Mapping and Extending the Theoretical
Perspectives of Reading in Science and
Mathematics Education Research . . . . . 1--15
Hendrik Härtig and
Sascha Bernholt and
Nicole Fraser and
Jennifer G. Cromley and
Jan Retelsdorf Comparing Reading Comprehension of
Narrative and Expository Texts Based on
the Direct and Inferential Mediation
Model . . . . . . . . . . . . . . . . . 17--41
Timo Hackemann and
Lena Heine and
Dietmar Höttecke Challenging to Read, Easy to Comprehend?
Effects of Linguistic Demands on
Secondary Students' Text Comprehension
in Physics . . . . . . . . . . . . . . . 43--68
Shih-Yeh Chen and
Cyong-Huei Chen and
Shiang-Yao Liu History of Science Reading Materials as
Everyday Homework to Improve Middle
School Students' Epistemological Beliefs
about Science . . . . . . . . . . . . . 69--92
Xavier Fazio and
Tiffany L. Gallagher and
Collen DeKlerk Exploring Adolescents' Critical Reading
of Socioscientific Topics Using
Multimodal Texts . . . . . . . . . . . . 93--116
Rebecca Cooper and
Angela Fitzgerald and
Jared Carpendale A Reading Group for Science Educators:
an Approach for Developing Personal and
Collective Pedagogical Content Knowledge
in Science Education . . . . . . . . . . 117--139
Denisse R. Thompson What Role Might the Textbook Play in
Integrating Reading into Mathematics
Instruction? . . . . . . . . . . . . . . 141--162
Michelle Kwok and
Rachael M. Welder and
Jason Moore and
Ashley M. Williams Beyond Keywords: Applying Systemic
Functional Linguistics to Unpack the
Language of Additive Word Problems . . . 163--186
Gregory Beaudine Mathematical Reading: Investigating the
Reading Comprehension Strategies
Implemented by Middle School Students 187--213
Sebastian Rezat and
Sara Malik and
Markus Leifeld Scaffolding Close Reading of
Mathematical Text in Pre-service Primary
Teacher Education at the Tertiary Level:
Design and Evaluation . . . . . . . . . 215--236
Larry D. Yore and
Kok-Sing Tang Foundations, Insights, and Future
Considerations of Reading in Science and
Mathematics Education . . . . . . . . . 237--260
Tye G. Campbell and
Sheunghyun Yeo Exploring In--The-Moment Teaching Moves
that Support Sociomathematical and
General Social Norms in Dialogic
Instruction . . . . . . . . . . . . . . 1--23
Sofie Van den Eynde and
Martin Goedhart and
Johan Deprez and
Mieke De Cock Role of Graphs in Blending Physical and
Mathematical Meaning of Partial
Derivatives in the Context of the Heat
Equation . . . . . . . . . . . . . . . . 25--47
Menaga Suseelan and
Cheng Meng Chew and
Huan Chin School-Type Difference Among Rural Grade
Four Malaysian Students' Performance in
Solving Mathematics Word Problems
Involving Higher Order Thinking Skills 49--69
Dimitrios Deslis and
Despoina Desli Does this Answer Make Sense? Primary
School Students and Adults Judge the
Reasonableness of Computational Results
in Context--Based and Context--Free
Mathematical Tasks . . . . . . . . . . . 71--91
Chunxia Qi and
Chen Cao and
Rongjin Huang Teacher Learning Through Collaboration
Between Teachers and Researchers: a Case
Study in China . . . . . . . . . . . . . 93--112
Yasemin Copur-Gencturk and
Clare Baek and
Tenzin Doleck A Closer Look at Teachers' Proportional
Reasoning . . . . . . . . . . . . . . . 113--129
Ana Kataleni\'c and
Aleksandra \vCi\vzme\vsija and
\vZeljka Milin \vSipu\vs Prospective Mathematics Teachers'
Knowledge of Asymptotes and Asymptotic
Behaviour in Calculus . . . . . . . . . 131--158
Meltem Irmak and
Hüseyin \.Inaltun and
Jale Ercan-Dursun and
Hilal Yani\cs-Kellec\.i and
Nejla Yürük Development and Application of a
Three-Tier Diagnostic Test to Assess
Pre-service Science Teachers'
Understanding on Work-Power and Energy
Concepts . . . . . . . . . . . . . . . . 159--185
Oya A\uglarcì Özdemir and
Fatma Önen Öztürk Science Fiction as an Instructional
Strategy: Foundations, Procedures, and
Results for Pre-service Teachers . . . . 187--209
Jingoo Kang and
Anssi Salonen and
Sakari Tolppanen and
Annette Scheersoi and
Jonathan Hense and
Miia Rannikmäe and
Regina Soobard and
Tuula Keinonen Effect of Embedded Careers Education in
Science Lessons on Students' Interest,
Awareness, and Aspirations . . . . . . . 211--231
Pey-Yan Liou and
Yao-Mei Lin and
Ssu-Ching Huang and
Sufen Chen Gender Differences in Science
Motivational Beliefs and Their Relations
with Achievement over Grades 4 and 8: a
Multinational Perspective . . . . . . . 233--249
Saeed Salimpour and
Russell Tytler and
Brian Doig and
Michael T. Fitzgerald and
Urban Eriksson Conceptualising the Cosmos: Development
and Validation of the Cosmology Concept
Inventory for High School . . . . . . . 251--275
Yeonjoo Ko and
Sungok Serena Shim and
Hyunju Lee Development and Validation of a Scale to
Measure Views of Social Responsibility
of Scientists and Engineers (VSRoSE) . . 277--303
Ainur Almukhambetova and
Daniel Hernandez Torrano and
Alexandra Nam Fixing the Leaky Pipeline for Talented
Women in STEM . . . . . . . . . . . . . 305--324
Rohaida Mohd Saat and
Chua Yan Piaw and
Hidayah Mohd Fadzil Creating a Grounded Model of Performance
Quality of Scientist--Teacher--Student
Partnership (STSP) for STEM Education 325--345
Erin E. Peters-Burton and
Zoubeida R. Dagher and
Sibel Erduran Student, Teacher, and Scientist Views of
the Scientific Enterprise: an Epistemic
Network Re-analysis . . . . . . . . . . 347--375
Sitong Chen and
Bing Wei and
Hongfeng Zhang Exploring high school students'
disciplinary science identities and
their differences . . . . . . . . . . . 377--394
Sulaiman M. Al-Balushi and
Ibrahim S. Al-Harthy and
Rashid S. Almehrizi Attention Drifting Away While
Test-Taking: Mind-Wandering in Students
with Low- and High-Performance Levels in
TIMSS-Like Science Tests . . . . . . . . 395--416
Christoph Kulgemeyer and
Jörg Wittwer Misconceptions in Physics Explainer
Videos and the Illusion of
Understanding: an Experimental Study . . 417--437
Frackson Mumba and
Alexis Rutt and
Vivien Mweene Chabalengula Representation of Science and
Engineering Practices and Design Skills
in Engineering Design-Integrated Science
Units Developed by Pre-service Teachers 439--461
Lars Jenßen and
Bettina Roesken-Winter and
Sigrid Blömeke Measuring Pre-service Primary Teachers'
Shame in Mathematics --- a Comprehensive
Validation Study . . . . . . . . . . . . 463--488
Derya Can and
Burcu Durmaz An Analysis of Teachers' Beliefs About
the Integration of Children's Literature
into the Mathematics Education . . . . . 489--512
Mehmet Kasìm Koyuncu Is It Possible to Bring the Past into
the Present for an Effective History of
Mathematics Teaching: Newspaper
Preparation Method . . . . . . . . . . . 513--534
Ainur Almukhambetova and
Aliya Kuzhabekova and
Daniel Hernández-Torrano Hidden Bias, Low Expectations, and
Social Stereotypes: Understanding Female
Students' Retention in Math-Intensive
STEM Fields . . . . . . . . . . . . . . 535--557
Jiyoung Lee and
JeongSuk Pang What is so Complicated in Developing
Students' Conception of the Equal Sign? 559--580
Adrian Simpson and
Yuqian Wang Making Sense of `Mastery':
Understandings of a Policy Term Among a
Sample of Teachers in England . . . . . 581--600
Aisling Twohill and
Siún NicMhuir\'ì and
Lorraine Harbison and
Anastasios Karakolidis Primary Preservice Teachers' Mathematics
Teaching Efficacy Beliefs: the Role
Played by Mathematics Attainment,
Educational Level, Preparedness to
Teach, and Gender . . . . . . . . . . . 601--622
Janka Szeibert and
Anna Muzsnay and
Csaba Szabó and
Csilla Gyöngyvér Bereczky-Zámbó A Case Study of Using Test--Enhanced
Learning as a Formative Assessment in
High School Mathematics . . . . . . . . 623--643
Dan Jazby and
Wanty Widjaja and
Lihua Xu and
Jan H. van Driel Noticing student thinking under pressure
in primary mathematics and science
lessons . . . . . . . . . . . . . . . . 645--666
Lihua Xu and
Su-Chi Fang and
Linda Hobbs The Relevance of STEM: a Case Study of
an Australian Secondary School as an
Arena of STEM Curriculum Innovation and
Enactment . . . . . . . . . . . . . . . 667--689
Faming Wang and
Ronnel B. King and
Shing On Leung Why do East Asian students do so well in
mathematics? A machine learning study 691--711
Paola Marchant and
Carlos Cornejo and
Patricio Felmer Student Insights in Mathematics Problem
Solving: Cognition, Affect, and Gesture 713--736
Ruveyda Karaman Dundar and
Samuel Otten High School Students' Use of Diagrams in
Geometry Proofs . . . . . . . . . . . . 737--759
Arzu Aydo\ugan Yenmez and
Ayhan Kür\csat Erba\cs Facilitating a Sustainable
Transformation of Sociomathematical
Norms Through Mathematical Modeling
Activities . . . . . . . . . . . . . . . 761--785
Jihyun Hwang and
Kyong Mi Choi and
Brian Hand Epistemic Actions and Mathematics
Achievement . . . . . . . . . . . . . . 787--809
Philipp Neugebauer and
Susanne Prediger Quality of Teaching Practices for All
Students: Multilevel Analysis of
Language-Responsive Teaching for Robust
Understanding . . . . . . . . . . . . . 811--834
Chaereen Han and
Hee-jeong Kim and
Oh Nam Kwon and
Woong Lim Exploring Changes of Mathematics
Teachers' Noticing in a Video Club:
Identifying Turning Points . . . . . . . 835--861
Deepak Basyal and
Dustin L. Jones and
Mohan Thapa Cognitive Demand of Mathematics Tasks in
Nepali Middle School Mathematics
Textbooks . . . . . . . . . . . . . . . 863--879
Dae S. Hong Examining Opportunities to Learn Limit
in Widely Used Calculus Textbooks . . . 881--898
Dennis Fung and
Tim Liang The Effectiveness of Collaborative Mind
Mapping in Hong Kong Primary Science
Classrooms . . . . . . . . . . . . . . . 899--922
Johanna Havia and
Sonja Lutovac and
Tiina Komulainen and
Raimo Kaasila Preservice Subject Teachers' Lack of
Interest in Their Minor Subject: Is It a
Problem? . . . . . . . . . . . . . . . . 923--941
Jane Watson and
Noleine Fitzallen and
Suzie Wright and
Ben Kelly Characterizing the Ways in Which Young
Students Recognise, Describe, Explain,
and Employ Variation When Analysing Data
in a STEM Context . . . . . . . . . . . 943--968
Tiina Mäkelä and
Ari Tuhkala and
Matias Mäki-Kuutti and
Juhani Rautopuro Enablers and Constraints of STEM
Programme Implementation: an External
Change Agent Perspective from a National
STEM Programme in Finland . . . . . . . 969--991
Anabel Moriña and
Inmaculada Orozco Teaching Experiences of Inclusive
Spanish STEM Faculty with Students with
Disabilities . . . . . . . . . . . . . . 993--1012
Ashley Lytle and
Jiyun Elizabeth L. Shin Self and Professors' Incremental Beliefs
as Predictors of STEM Engagement Among
Undergraduate Students . . . . . . . . . 1013--1029
Banu Avsar Erumit and
Tugba Yuksel Developing and Using Physical Dynamic
Models On Socioscientific Issues to
Present Nature Of Science Ideas . . . . 1031--1056
Sabahat Tu\ugçe Tucel Deprem and
Jale Çakìro\uglu and
Ceren Öztekin and
Sevgi Kìngìr Effectiveness of Argument-Based Inquiry
Approach on Grade 8 Students' Science
Content Achievement, Metacognition, and
Epistemological Beliefs . . . . . . . . 1057--1079
Rola Khishfe Relationship Between Nature of Science
and Argumentation: a Follow-Up Study . . 1081--1102
Kent J. Crippen and
Lorelie Imperial and
Charlotte A. Bolch and
Corey A. Payne Undergraduate Engineering Students'
Subjective Task Value Beliefs for
Modeling Problems in Chemistry . . . . . 1103--1125
Ronghuan Jiang and
Jon R. Star and
Peter Hästö and
Lijia Li and
Ru-de Liu and
Dimitri Tuomela and
Nuria Joglar Prieto and
Riikka Palkki and
Miguel Á. Abánades and
Johanna Pejlare Which One Is the ``Best'': a
Cross-national Comparative Study of
Students' Strategy Evaluation in
Equation Solving . . . . . . . . . . . . 1127--1151
Russell Tytler and
Vaughan Prain and
Melinda Kirk and
Joanne Mulligan and
Chris Nielsen and
Chris Speldewinde and
Peta White and
Lihua Xu Characterising a Representation
Construction Pedagogy for Integrating
Science and Mathematics in the Primary
School . . . . . . . . . . . . . . . . . 1153--1175
Jiushi Zhou and
Jiansheng Bao and
Ruijie He Characteristics of Good Mathematics
Teaching in China: Findings from
Classroom Observations . . . . . . . . . 1177--1196
Ioannis Papadopoulos and
Athina Thoma Mental Brackets and Their Use by High
School Students in Arithmetic and
Algebra . . . . . . . . . . . . . . . . 1197--1218
Serpil Yorganci Preliminary Undergraduate Students'
Understanding of Mathematics in the
Distance Education Environment . . . . . 1219--1241
Oguz Koklu and
Jennifer J. Kaplan Undergraduate Students' Use of Primitive
Notions When Reasoning About Variability 1243--1264
Ivonne Sandoval and
Montserrat García-Campos and
Leticia Sosa Providing Support and Examples for
Teaching Linear Equations in Secondary
School: the Role of Knowledge of
Mathematics Teaching . . . . . . . . . . 1265--1287
Odd Tore Kaufmann and
Maria Larsson and
Andreas Ryve Teachers' Error-handling Practices
Within and Across Lesson Phases in the
Mathematics Classroom . . . . . . . . . 1289--1314
Manju Manoharan and
Berinderjeet Kaur Mathematics Teachers' Perceptions of
Diagrams . . . . . . . . . . . . . . . . 1315--1337
Elizabeth H. Schultheis and
Melissa K. Kjelvik and
Jeffrey Snowden and
Louise Mead and
Molly A. M. Stuhlsatz Effects of Data Nuggets on Student
Interest in STEM Careers, Self-efficacy
in Data Tasks, and Ability to Construct
Scientific Explanations . . . . . . . . 1339--1362
Ssu-Kuang Chen and
Ya-Ting Carolyn Yang and
ChiuPin Lin and
Sunny S. J. Lin Dispositions of 21st-Century Skills in
STEM Programs and Their Changes over
Time . . . . . . . . . . . . . . . . . . 1363--1380
Lukas Baumanns and
Benjamin Rott Identifying Metacognitive Behavior in
Problem-Posing Processes . . . . . . . . 1381--1406
Luis R. Pino-Fan and
Walter F. Castro and
Vicenç Font Moll A Macro Tool to Characterize and Develop
Key Competencies for the Mathematics
Teacher' Practice . . . . . . . . . . . 1407--1432
Yuan Yuan and
Kuolong Chen Whole Number Bias of Students in
Fraction Number Line Tasks . . . . . . . 1433--1449
Maria Kolovou and
Hua Ran and
Walter Secada CGI Teachers' Patterns of Interacting
with Male and Female Students During
Their First and Second Years of Practice 1451--1472
Hui-Yu Hsu and
Chen-Yu Yao and
BingYang Lu Examination of Taiwanese Mathematics
Teacher Questioning . . . . . . . . . . 1473--1493
Belén Giacomone and
Juan D. Godino and
Teresa F. Blanco and
Miguel R. Wilhelmi Onto-semiotic Analysis of Diagrammatic
Reasoning . . . . . . . . . . . . . . . 1495--1520
Shula Weissman and
Michal Ayalon and
Roza Leikin Unravelling Tutors' Conceptions of
Teaching Mathematics in Virtual School
Using a Goal-Action Model . . . . . . . 1521--1543
Elisa Vilhunen and
Mei-Hung Chiu and
Katariina Salmela-Aro and
Jari Lavonen and
Kalle Juuti Epistemic Emotions and Observations Are
Intertwined in Scientific Sensemaking: a
Study among Upper Secondary Physics
Students . . . . . . . . . . . . . . . . 1545--1566
Erdal Taslidere and
Bilgetürk Yìldìrìm Effect of Conceptual Change-Oriented
Instruction on Students' Conceptual
Understanding and Attitudes Towards
Simple Electricity . . . . . . . . . . . 1567--1589
A. Lynn Stephens and
Steven Roderick and
Namsoo Shin and
Daniel Damelin Students Do Not Always Mean What We
Think They Mean: a Questioning Strategy
to Elicit the Reasoning Behind
Unexpected Causal Patterns in Student
System Models . . . . . . . . . . . . . 1591--1614
Euisuk Sung and
Todd R. Kelley Elementary Students' Engineering Design
Process: How Young Students Solve
Engineering Problems . . . . . . . . . . 1615--1638
Ahmad Basheer and
Ayshi Sindiani and
Ozcan Gulacar and
Ingo Eilks and
Muhamad Hugerat Exploring Pre- and In-service Science
Teachers' Green Chemistry and
Sustainability Awareness and Their
Attitudes Towards Environmental
Education in Israel . . . . . . . . . . 1639--1659
Pablo Antonio Archila and
Silvia Restrepo and
Anne-Marie Truscott de Mej\'ìa and
Natasha I. Bloch Drama as a Powerful Tool to Enrich
Socio-scientific Argumentation . . . . . 1661--1683
Venance Timothy and
Bianca Watzka and
Matthias Stadler and
Raimund Girwidz and
Frank Fischer Fostering Preservice Teachers'
Diagnostic Competence in Identifying
Students' Misconceptions in Physics . . 1685--1702
Anne Estapa and
Jeni Davis Prospective Teachers' Instructional
Decisions and Pedagogical Moves when
Responding to Student Thinking in
Elementary Mathematics and Science
Lessons . . . . . . . . . . . . . . . . 1703--1724
Zhi Hong Wan and
Lyn English and
Winnie Wing Mui So and
Karen Skilling STEM Integration in Primary Schools:
Theory, Implementation and Impact . . . 1--9
Kevin Larkin and
Thomas Lowrie Teaching Approaches for STEM Integration
in Pre- and Primary School: a Systematic
Qualitative Literature Review . . . . . 11--39
Lyn English Multidisciplinary Modelling in a
Sixth-Grade Tsunami Investigation . . . 41--65
Jing-Wen Lin and
Yi-Min Chen Unpacking Students' Modeling Practices
During a Modeling-Based STEM Curriculum
on Highway Route Selection: Comparing
Between High- and Low-Spatial Ability
Students . . . . . . . . . . . . . . . . 67--86
Zhi Hong Wan and
Wing Mui Winnie So and
Ying Zhan Investigating the Effects of
Design-Based STEM Learning on Primary
Students' STEM Creativity and Epistemic
Beliefs . . . . . . . . . . . . . . . . 87--108
Thomas K. F. Chiu and
Murod Ismailov and
Xinyan Zhou and
Qi Xia and
Cheuk Kwan Au and
Ching Sing Chai Using Self-Determination Theory to
Explain How Community-Based Learning
Fosters Student Interest and Identity in
Integrated STEM Education . . . . . . . 109--130
Anne O'Dwyer and
Mairéad Hourigan and
Aisling M. Leavy and
Edward Corry 'I Have Seen STEM in Action and It's
Quite Do-able!' The Impact of an
Extended Professional Development Model
on Teacher Efficacy in Primary STEM
Education . . . . . . . . . . . . . . . 131--157
Jinxing Zhu and
Saiqi Tian and
Zhiqing Wang Integration of Mathematics and Science
in Chinese Primary Schools: Current
Situation and Challenges . . . . . . . . 159--180
Mounir R. Saleh and
Bashirah Ibrahim and
Ernest Afari Exploring the Relationship Between
Attitudes of Preservice Primary Science
Teachers Toward Integrated STEM Teaching
and Their Adaptive Expertise in Science
Teaching . . . . . . . . . . . . . . . . 181--204
Jingoo Kang Gendered Science Practice at Secondary
School and its Effects on Science
Motivations . . . . . . . . . . . . . . 1725--1747
Chen Li and
Jian Yu and
Gaofeng Li Development of the Representation of the
Nature of Science in Textbooks: the Case
of High School Biology Textbooks in
Mainland China . . . . . . . . . . . . . 1749--1768
Mahmut Kertil and
Ayhan Kursat Erbas and
Bulent Cetinkaya Pre-service Mathematics Teachers'
Understanding of Rate of Change
Throughout a Model Development Sequence 1769--1796
Belma Türker Biber and
\.Iffet Elif Yetkin Özdemir and
Richard Lesh Teacher Noticing of Students' Thinking
in the Context of Mathematical Modeling
Activities Related to Statistics . . . . 1797--1818
Rabih El Mouhayar The Use of Triadic Dialogue and
Translanguaging to Teach Conventions and
Properties During Trouble-Spots in
Multilingual Algebra Classrooms . . . . 1819--1840
Jessica Hoth and
Aiso Heinze and
Hsin-Mei E. Huang and
Dana Farina Weiher and
Inga Niedermeyer and
Silke Ruwisch Elementary School Students' Length
Estimation Skills --- Analyzing a
Multidimensional Construct in a
Cross-Country Study . . . . . . . . . . 1841--1864
Marios Pittalis Young Students' Arithmetic--Algebraic
Structure Sense: an Empirical Model and
Profiles of Students . . . . . . . . . . 1865--1887
Sheunghyun Yeo and
Hyejin Shim and
Sunghwan Hwang and
Tye G. Campbell Relations Between Elementary Mathematics
Growth Trajectories and Middle School
Mathematics Achievement: Moderating
Effects of Student Perception of
Teaching Styles . . . . . . . . . . . . 1889--1912
Laura Bofferding and
Ana-Maria Haiduc and
Mahtob Aqazade and
Lizhen Chen and
Sezai Kocabas Using Incorrect Worked Examples to
Investigate the Consistency of First and
Third Graders' Measurement Conceptions 1913--1934
Anja Mògelvang and
Jorun Nyléhn Co-operative Learning in Undergraduate
Mathematics and Science Education: a
Scoping Review . . . . . . . . . . . . . 1935--1959
Piia Parviainen and
Kenneth Eklund and
Merja Koivula and
Tarja Liinamaa and
Niina Rutanen Teaching Early Mathematical Skills to 3-
to 7-Year-Old Children --- Differences
Related to Mathematical Skill Category,
Children's Age Group and Teachers'
Characteristics . . . . . . . . . . . . 1961--1983
Xia Kang and
Frederick K. S. Leung Assessing Expectancy and Value Beliefs
in Mathematics: Measurement Invariance
and Latent Mean Differences Across Two
Ethnic Cultures . . . . . . . . . . . . 1985--2004
Juan Manuel González-Forte and
Ceneida Fernández and
Jo Van Hoof and
Wim Van Dooren Incorrect Ways of Thinking About the
Size of Fractions . . . . . . . . . . . 2005--2025
Igor' Kontorovich and
Tianqing Li Not as Straightforward as It Appears:
Undergraduates Leverage Areas to Find
Definite Integrals . . . . . . . . . . . 2027--2044
Yue Ma The Effect of Inquiry-Based Practices on
Scientific Literacy: the Mediating Role
of Science Attitudes . . . . . . . . . . 2045--2066
Maria Aristeidou and
Julia Lorke and
Nashwa Ismail Citizen Science: Schoolteachers'
Motivation, Experiences, and
Recommendations . . . . . . . . . . . . 2067--2093
Su-Chi Fang and
Szu-Chun Fan Exploring Teachers' Conceptions and
Implementations of STEM Integration at
the Junior Secondary Level in Taiwan: an
Interview Study . . . . . . . . . . . . 2095--2121
Billy Wong and
Meggie Copsey-Blake Pragmatic, Persistent, and Precarious:
The Pathways of Three Minority Ethnic
Women in STEM Higher Education . . . . . 2123--2142
Ian Phil Canlas and
Joyce Molino-Magtolis Views on the Nature of Science, Beliefs,
Trust in the Government, and COVID-19
Pandemic Preventive Behavior among
Undergraduate Students . . . . . . . . . 2143--2172
David Fortus and
Jing Lin and
Shira Passentin Shifting from Face-to-Face Instruction
to Distance Learning of Science in China
and Israel During COVID-19: Students'
Motivation and Teachers' Motivational
Practices . . . . . . . . . . . . . . . 2173--2183
Elon Langbeheim and
Sevil Akaygun and
Emine Adadan and
Manzini Hlatshwayo and
Umesh Ramnarain Relating Pictorial and Verbal Forms of
Assessments of the Particle Model of
Matter in Two Communities of Students 2185--2201
Michael R. Vitale and
Nancy Romance Direct and Transfer Effects of an
Interdisciplinary Model Integrating
Science and Reading in Grades 1--3:
Results and Policy Implications . . . . 2203--2214
Heesoo Ha and
Yunhee Choi Supporting Students' Use of Ecological
Concepts in Field-Based Modeling of
Ecological Phenomena . . . . . . . . . . 2215--2235
Eileen G. Merritt and
Andrea E. Weinberg and
Leanna Archambault Exploring Energy Through the Lens of
Equity: Funds of Knowledge Conveyed
Through Video-Based Discussion . . . . . 2237--2260
Dawit Asrat Getahun Scientific Reasoning Among Teachers and
Teacher Trainees: the Case in Ethiopian
Schools and Teacher Training Colleges 2261--2277
James Russo and
Sarah Hopkins Not so Simple Addition: Comparing
Student Performance and Teacher
Perceptions of Retrieval . . . . . . . . 2279--2301
Pessia Tsamir and
Dina Tirosh What Is a Solution of an Algebraic
Equation? . . . . . . . . . . . . . . . 2303--2323
Stefan Büchele and
Frank Feudel Changes in Students' Mathematical
Competencies at the Beginning of Higher
Education Within the Last Decade at a
German University . . . . . . . . . . . 2325--2347
Allison L. Gantt and
Teo Paoletti and
Julien Corven Exploring the Prevalence of
Covariational Reasoning Across
Mathematics and Science Using TIMSS 2011
Assessment Items . . . . . . . . . . . . 2349--2373
De Van Vo and
Ben\Ho Csapó Exploring Inductive Reasoning,
Scientific Reasoning and Science
Motivation, and Their Role in Predicting
STEM Achievement Across Grade Levels . . 2375--2398
Melinda Howard and
Alexander Alexiades and
Corbin Schuster and
Robyn Raya Indigenous Student Perceptions on
Cultural Relevance, Career Development,
and Relationships in a Culturally
Relevant Undergraduate STEM Program . . 1--23
Philipp Bitzenbauer and
Sebastian Höfler and
Joaquin M. Veith and
Bianca Winkler and
Tim Zenger and
Christoph Kulgemeyer Exploring the Relationship Between
Surface Features and Explaining Quality
of YouTube Explanatory Videos . . . . . 25--48
Shachar Boublil and
David Blair and
David F. Treagust Design and Implementation of an
Einsteinian Energy Learning Module . . . 49--72
Rifat Shafwatul Anam and
Surya Gumilar and
Ari Widodo The Use of the Constructivist Teaching
Sequence (CTS) to Facilitate Changes in
the Visual Representations of
Fifth-Grade Elementary School Students:
A Case Study on Teaching Heat Convection
Concepts . . . . . . . . . . . . . . . . 73--99
Jesús E. Hernández-Zavaleta and
Armando Paulino Preciado Babb and
Ricardo Cantoral Comparison as a Social Practice in the
Analysis of Chaotic Phenomena: the Case
of the Double Pendulum . . . . . . . . . 101--120
Moritz Krell and
Carola Garrecht and
Nina Minkley Preservice Biology Teachers'
Socioscientific Argumentation: Analyzing
Structural and Content Complexity in the
Context of a Mandatory COVID-19
Vaccination . . . . . . . . . . . . . . 121--141
Ozgur Kivilcan Dogan and
Cigdem Han-Tosunoglu and
Nevin Arslan and
Mustafa Cakir and
Serhat Irez Middle School Graduates' Understandings
of Scientific Inquiry and Its Relation
to Academic Achievement . . . . . . . . 143--166
Candace Joswick and
Melissa Hulings A Systematic Review of BSCS 5E
Instructional Model Evidence . . . . . . 167--188
Hui Jin and
Hyo Jeong Shin and
Dante Cisterna Systematic Validation in Science
Learning Progression Research . . . . . 189--209
Gabriella Pocalana and
Ornella Robutti Evolution of Didacticians'
meta-didactical Praxeologies and
Documentation Work . . . . . . . . . . . 211--233
John Ezaki and
Jingxian Li and
Yasemin Copur-Gencturk Teachers' Knowledge of Fractions,
Ratios, and Proportional Relationships:
the Relationship Between Two
Theoretically Connected Content Areas 235--255
Anton Bastian and
Gabriele Kaiser and
Dennis Meyer and
Johannes König The Link Between Expertise, the
Cognitive Demands of Teacher Noticing
and, Experience in Teaching Mathematics
in Secondary Schools . . . . . . . . . . 257--282
Çi\ugdem Haser and
Okan Arslan and
Kübra Çelikdemir Who Is a Mathematics Teacher and What
Does a Mathematics Teacher Do? . . . . . 283--305
Dilek Girit-Yildiz and
Fadime Ulusoy Investigating How Prospective
Mathematics Teachers Prepare History
Integrated Lesson Plans with Assessing
Historical Elements in Mathematics
Textbooks . . . . . . . . . . . . . . . 307--331
Rangmei Li and
Yiming Cao and
Haijun Tang and
Gabriele Kaiser Teachers' Scaffolding Behavior and
Visual Perception During Cooperative
Learning . . . . . . . . . . . . . . . . 333--352
Jérôme Proulx Relative Proportional Reasoning:
Transition from Additive to
Multiplicative Thinking Through
Qualitative and Quantitative Enmeshments 353--374
Paola Iannone and
Na\vda Vondrová The Novelty Effect on Assessment
Interventions: a Qualitative Replication
Study of Oral Performance Assessment in
Undergraduate Mathematics . . . . . . . 375--397
Anastasia Malong Buma and
Doras Sibanda and
Marissa Rollnick Exploring the Development of the Quality
of Topic Specific Pedagogical Content
Knowledge in Planning: the Case of Grade
8 Natural Sciences Teachers . . . . . . 399--418
Xiao-Fan Lin and
Seng Yue Wong and
Wei Zhou and
Weipeng Shen and
Wenyi Li and
Chin-Chung Tsai Undergraduate Students' Profiles of
Cognitive Load in Augmented
Reality-Assisted Science Learning and
Their Relation to Science Learning
Self-efficacy and Behavior Patterns . . 419--445
Xuan Zhou and
Yolanda Padrón and
Hersh C. Waxman and
Eunkyeng Baek and
Sandra Acosta How Do School Climate and Professional
Development in Multicultural Education
Impact Job Satisfaction and Teaching
Efficacy for STEM Teachers of English
Learners? A Path-Analysis . . . . . . . 447--468
Jaime Delgado-Iglesias and
Roberto Reinoso-Tapia and
Javier Bobo-Pinilla Estimating the Competence of Preservice
Primary Teachers to Use Inquiry and
Their Willingness to Apply It in the
Classroom . . . . . . . . . . . . . . . 469--490
Shu-Fen Lin and
Wan-Chin Shie A Cooperative Model of Development and
Validation of a Curriculum-Based
Scientific Competence Test . . . . . . . 491--514
Güliz Karaarslan Semiz and
Gaye Teksöz Tracing System Thinking Skills in
Science Curricula: a Case Study from
Turkey . . . . . . . . . . . . . . . . . 515--536
Alberto Arnal-Bailera and
Víctor Manero A Characterization of Van Hiele's Level
5 of Geometric Reasoning Using the
Delphi Methodology . . . . . . . . . . . 537--560
Lee Yong Tay and
Melvin Chan and
Sau Kew Chong and
Jing Yi Tan and
Thaslim Begum Aiyoob Learning of Mathematics: a Metacognitive
Experiences Perspective . . . . . . . . 561--583
Estela A. Vallejo-Vargas and
David A. Reid Influences of a Virtual Manipulatives
Context on Argumentation About Integers 585--608
Ruhama Even and
Boaz Silverman Paths of Justification in Israeli
7$^{th}$ Grade Mathematics Textbooks . . 609--631
Emily S. W. Sum and
Miranda K. Y. Wong and
Antonia Y. T. Yip and
Wee Tiong Seah Using Storytelling to Develop Fraction
Concepts with Culturally and
Linguistically Diverse Learners . . . . 633--655
Kyung-Jin Lee and
JinHyeong Park and
Suh-Ryung Kim Exploration of the Truth Values of
Conditionals Set Up in Everyday Context
and in Open Sentences . . . . . . . . . 657--678
Xingfeng Huang and
Rongjin Huang and
Charlotte Krog Skott Bring a Research-Informed Product into
Classrooms Through Lesson Study from the
Perspective of Boundary Crossing . . . . 679--701
Neta Shaby and
Orit Ben-Zvi Assaraf and
Nicole Pillemer Koch Students' Interactions During Laboratory
Group Activity in a Science Museum . . . 703--720
Ewan Bottomley and
Vivienne Wild and
Paula J. Miles and
Kenneth I. Mavor and
Antje Kohnle Gender and the Social Cure in
Undergraduate Physics Students: Physics
Identity, Self-efficacy, Belonging, and
Wellbeing . . . . . . . . . . . . . . . 721--735
Ylva Hamnell-Pamment The Role of Scientific Language Use and
Achievement Level in Student Sensemaking 737--763
Nata\vsa Nikoli\'c and
Radovan Antonijevi\'c Problem-Solving in Biology Teaching:
Students' Activities and Their
Achievement . . . . . . . . . . . . . . 765--785
Edy Hafizan Mohd Shahali and
Lilia Halim The Influence of Science Teachers'
Beliefs, Attitudes, Self-efficacy and
School Context on Integrated STEM
Teaching Practices . . . . . . . . . . . 787--807
Jianlan Wang and
Yuanhua Wang and
Yanhong Moore and
Stacey Sneed and
Beth Thacker and
Stephanie Hart Analyzing the Patterns of Questioning
Chains and Their Intervention on Student
Learning in Science Teacher Preparation 809--836
Simon Langlois and
Nathan Béchard and
Guillaume Poliquin and
Stéphane Cyr and
Patrice Potvin Integrating Science and Mathematics in
Elementary School: Impact on Selected
Student Perceptual Variables . . . . . . 837--860
Patrik Gustafsson Productive Mathematical Whole-Class
Discussions: a Mixed-Method Approach
Exploring the Potential of
Multiple-Choice Tasks Supported by a
Classroom Response System . . . . . . . 861--884
Susanne Prediger and
Kirstin Erath and
Kim Quabeck and
Rebekka Stahnke Effects of Interaction Qualities Beyond
Task Quality: Disentangling
Instructional Support and Cognitive
Demands . . . . . . . . . . . . . . . . 885--909
Ji-Eun Lee and
Sunghwan Hwang and
Sheunghyun Yeo Preservice Teachers' Task Identification
and Modification Related to Cognitive
Demand . . . . . . . . . . . . . . . . . 911--935
Muhammet Arican Correction to: Preservice Middle and
High School Mathematics Teachers'
Strategies when Solving Proportion
Problems . . . . . . . . . . . . . . . . 937--937
Hedwig Gasteiger and
Esther Brunner and
Ching-Shu Chen Correction to: Basic Conditions of Early
Mathematics Education --- a Comparison
between Germany, Taiwan and Switzerland 939--941
Helge Fredriksen Correction to: Exploring Realistic
Mathematics Education in a Flipped
Classroom Context at the Tertiary Level 943--943
Omar A. Naranjo and
Steven R. Jones How Students Construct Sophisticated
Differential Equations to Model
Real-World Contexts . . . . . . . . . . 945--969
María D. Torres and
Antonio Moreno and
Rodolfo Vergel and
María C. Cañadas The Evolution from ``I think it plus
three'' Towards ``I think it is always
plus three.'' Transition from Arithmetic
Generalization to Algebraic
Generalization . . . . . . . . . . . . . 971--991
Chee-Kit Looi and
Shiau-Wei Chan and
Longkai Wu and
Wendy Huang and
Mi Song Kim and
Daner Sun Exploring Computational Thinking in the
Context of Mathematics Learning in
Secondary Schools: Dispositions,
Engagement and Learning Performance . . 993--1011
Stefanie Rach and
Stanislaw Schukajlow Affecting Task Values, Costs, and Effort
in University Mathematics Courses: the
Role of Profession-Related Tasks on
Motivational and Behavioral States . . . 1013--1035
Alyssa R. Gonzalez-DeHass and
Joseph M. Furner and
María D. Vásquez-Colina and
John D. Morris Undergraduate Students' Math Anxiety:
the Role of Mindset, Achievement Goals,
and Parents . . . . . . . . . . . . . . 1037--1056
Carlos Ledezma and
Adriana Breda and
Vicenç Font Prospective Teachers' Reflections on the
Inclusion of Mathematical Modelling
During the Transition Period Between the
Face-to-Face and Virtual Teaching
Contexts . . . . . . . . . . . . . . . . 1057--1081
Ruti Segal and
Avraham Merzel and
Yaron Lehavi Improving the Professional Awareness of
Mathematics Teachers and Teacher
Instructors Using Video--Based
Curiosity--Driven Discourse --- a Case
Study . . . . . . . . . . . . . . . . . 1083--1106
Emma Hillermann and
Milo\vs Savi\'c and
Rama Kothapalli The Effect of STEM Research Experiences
on Fields of Interest and Career Paths 1107--1126
Fatlume Berisha and
Eda Vula Introduction of Integrated STEM
Education to Pre-service Teachers
Through Collaborative Action Research
Practices . . . . . . . . . . . . . . . 1127--1150
Umesh Ramnarain The Inclusion of Nature of Science in
South African Life Sciences and Physical
Sciences School Curricula . . . . . . . 1151--1165
Cristina Ayala-Altamirano and
Marta Molina Correction to: Meanings Attributed to
Letters in Functional Contexts by
Primary School Students . . . . . . . . 1167--1168
Ainur Almukhambetova and
Daniel Hernández-Torrano and
Alexandra Nam Correction to: Fixing the Leaky Pipeline
for Talented Women in STEM . . . . . . . 1169--1169
Panagiotis Gridos and
Evgenios Avgerinos and
Joanna Mamona-Downs and
Roza Vlachou Correction to: Geometrical Figure
Apprehension, Construction of Auxiliary
Lines, and Multiple Solutions in Problem
Solving: Aspects of Mathematical
Creativity in School Geometry . . . . . 1171--1171
Christopher Lore and
Hee-Sun Lee and
Amy Pallant and
Charles Connor and
Jie Chao Integrating Computational Thinking into
Geoscientific Inquiry About Volcanic
Eruption Hazards and Risks . . . . . . . 1173--1195
Annika Forsler and
Pernilla Nilsson and
Susanne Walan Collective pedagogical content knowledge
for teaching sustainable development . . 1197--1214
Ingrid S. Carter and
Valarie L. Akerson Using Notebooks to Explicitly
Distinguish Multiple Perspectives in the
Elementary Science Methods Course . . . 1215--1238
Rigas Neofotistos and
Ioannis Starakis and
Krystallia Halkia ``Is the Moon Self- or
Hetero-luminous?'': an Investigation of
Primary School Students' Ideas on the
Luminosity of the Moon . . . . . . . . . 1239--1263
Theodora Boubonari and
Despoina-Niovi Papazoglou and
Athanasios Mogias and
Theodoros Kevrekidis Challenging Greek Primary Students'
Knowledge of Ocean Acidification Using
the Carbon Cycle Context . . . . . . . . 1265--1288
Leyla Yildirim and
Esra Uçak and
Murat Genç Comparing Socioscientific Teacher Roles,
Communicative Approaches, and Discourse
Patterns While Teaching Socioscientific
Issues as well as Standard Science
Subjects . . . . . . . . . . . . . . . . 1289--1324
Jeremy Hodgen and
Colin Foster and
Margaret Brown and
David Martin Low-Attaining Secondary School
Mathematics Students' Perspectives on
Recommended Teaching Strategies . . . . 1325--1343
Luna Radevi\'c and
Ilija Milovanovi\'c Current Trends in Math Anxiety Research:
a Bibliometric Approach . . . . . . . . 1345--1362
Mesut Öztürk and
\.Ismail Sarikaya and
Kübra Ada Yìldìz Middle School Students' Problem Solving
Performance: Identifying the Factors
that Influence It . . . . . . . . . . . 1363--1379
Melania Bernabeu and
Mar Moreno and
Salvador Llinares Polygon Class Learning Opportunities:
Interplay Between Teacher's Moves,
Children's Geometrical Thinking, and
Geometrical Task . . . . . . . . . . . . 1381--1403
Shula Weissman and
Michal Ayalon and
Roza Leikin Correction to: Unravelling Tutors'
Conceptions of Teaching Mathematics in
Virtual School Using a Goal--Action
Model . . . . . . . . . . . . . . . . . 1405--1406
Heesoo Ha and
Yunhee Choi Correction to: Supporting Students' Use
of Ecological Concepts in Field-Based
Modeling of Ecological Phenomena . . . . 1407--1407
Kok-Sing Tang and
Sheau-Wen Lin and
Berinderjeet Kaur Correction to: Mapping and Extending the
Theoretical Perspectives of Reading in
Science and Mathematics Education
Research . . . . . . . . . . . . . . . . 1409--1409
Aslihan Osmanoglu and
Dilek Girit-Yildiz Examining How Prospective Mathematics
Teachers' Instructional Visions Align
with Their Responding Practices Through
Scripting Tasks . . . . . . . . . . . . 1411--1434
David Glassmeyer and
Aaron Brakoniecki and
Julie M. Amador Comparing Elementary and Secondary
Teachers' Robust Understanding of
Proportional Reasoning . . . . . . . . . 1435--1455
Si Hoon Leow and
Berinderjeet Kaur A Study of Grade Two Students Solving a
Non-Routine Problem with Access to
Manipulatives . . . . . . . . . . . . . 1457--1478
Athanasios Christopoulos and
Stylianos Mystakidis and
Justyna Kurczaba and
Mikko-Jussi Laakso and
Chrysostomos Stylios Is Immersion in 3D Virtual Games
Associated with Mathematical Ability
Improvement in Game-Based Learning? . . 1479--1499
Brenda Such and
Stefanie Gazda The Influence of Iterative Online Course
Designs on Student Learning Outcomes in
Large Undergraduate Biology Courses and
Labs . . . . . . . . . . . . . . . . . . 1501--1514
Jessica D. Young and
Betül Demirdö\ugen and
Scott E. Lewis Students' Sense of Belonging in
Introductory Chemistry: Identifying Four
Dimensions of Belonging via Grounded
Theory . . . . . . . . . . . . . . . . . 1515--1535
Kason Ka Ching Cheung and
Jack K. H. Pun and
Xuehua Fu Development and Validation of a Reading
in Science Holistic Assessment (RISHA):
a Rasch Measurement Study . . . . . . . 1537--1561
Larry J. Grabau and
Jan Van Damme School Stratification and Science
Climate in Early Secondary Education in
Ireland and Flanders: Associations with
Students' Science Dispositions and
Science Literacy . . . . . . . . . . . . 1563--1587
Robert Krakehl and
Angela M. Kelly School-Level Science and Mathematics
Predictors of Precollege Physics
Enrollment and Performance . . . . . . . 1589--1614
Spela Godec and
Louise Archer and
Julie Moote and
Emma Watson and
Jennifer DeWitt and
Morag Henderson and
Becky Francis A Missing Piece of the Puzzle? Exploring
Whether Science Capital and STEM
Identity are Associated with STEM Study
at University . . . . . . . . . . . . . 1615--1636
Zhi Hong Wan and
Winnie Wing Mui So and
Ying Zhan Correction to: Investigating the Effects
of Design-Based STEM Learning on Primary
Students' STEM Creativity and Epistemic
Beliefs . . . . . . . . . . . . . . . . 1637--1637
Ozgur Kivilcan Dogan and
Cigdem Han-Tosunoglu and
Nevin Arslan and
Mustafa Cakir and
Serhat Irez Correction to: Middle School Graduates'
Understandings of Scientific Inquiry and
Its Relation to Academic Achievement . . 1639--1639
Çi\ugdem Haser and
Okan Arslan and
Kübra Çelikdemir Correction to: Who Is a Mathematics
Teacher and What Does a Mathematics
Teacher Do? . . . . . . . . . . . . . . 1641--1641
Yue Zhang and
Zishu Meng and
Xiaomei Liu Applying Structural Equation Modeling to
Assess Factors of Primary School
Mathematics Teachers' Knowledge of
Students' Misconceptions . . . . . . . . 1643--1661
Lukas Baumanns and
Demetra Pitta-Pantazi and
Eleni Demosthenous and
Achim J. Lilienthal and
Constantinos Christou and
Maike Schindler Pattern-Recognition Processes of
First-Grade Students: An Explorative
Eye-Tracking Study . . . . . . . . . . . 1663--1682
Xuran Wang and
Richard T. Houang and
William H. Schmidt and
Kimberly S. Kelly Relationship Between Opportunity to
Learn, Mathematics Self-Efficacy, and
Math Performance: Evidence from PISA
2012 in 63 Countries and Economies . . . 1683--1708
Seda Kavaz and
Omer Kocak The Effect of the Online Flipped
Learning Model on Secondary School
Students' Academic Achievement,
Attitudes Towards Their Mathematics
Course, and Cognitive Load . . . . . . . 1709--1737
Julie M. Amador and
Tracy L. Weston A Review of Analytic Frameworks for
Noticing in Mathematics and Science:
Comparing Noticing Frameworks Across
Disciplines and over Time . . . . . . . 1739--1760
Houssein El Turkey and
Gulden Karakok and
Emily Cilli-Turner and
V. Rani Satyam and
Milo\vs Savi\'c and
Gail Tang A Framework to Design
Creativity-Fostering Mathematical Tasks 1761--1782
Margo Vandenbroeck and
Jonas Dockx and
Rianne Janssen Learning Aids' Effect on Mathematics
Performance of Grade 8 Students in
Vocational Education in Flanders
(Belgium) . . . . . . . . . . . . . . . 1783--1808
Zeynep Kìryak and
Muammer Çalìk and
Haluk Özmen Improving Seventh-grade Students'
Scientific Vocabulary and Communicative
Interactions: a Case of the ``Cell and
Divisions'' Subject . . . . . . . . . . 1809--1831
Brian Abramowitz and
Megan Ennes and
Brittany Kester and
Pavlo Antonenko Scientist--School STEM Partnerships
Through Outreach in the USA: a
Systematic Review . . . . . . . . . . . 1833--1855
Khut Sokha Examine the Impact of Contextual,
Personal, and Behavioral Factors on High
School Teachers' Engagement in Teaching
Science Using an Integrated STEM
Approach . . . . . . . . . . . . . . . . 1857--1883
Hui Jin and
Hyo Jeong Shin and
Dante Cisterna Correction to: Systematic Validation in
Science Learning Progression Research 1885--1885
Rangmei Li and
Yiming Cao and
Haijun Tang and
Gabriele Kaiser Correction to: Teachers' Scaffolding
Behavior and Visual Perception During
Cooperative Learning . . . . . . . . . . 1887--1887
Chen Li and
Jian Yu and
Gaofeng Li Correction to: Development of the
Representation of the Nature of Science
in Textbooks: the Case of High School
Biology Textbooks in Mainland China . . 1889--1889
Morris Siu-Yung Jong and
Xiaoming Zhai and
Weiqin Chen Innovative Uses of Technologies in
Science, Mathematics and STEM Education
in K--12 Contexts . . . . . . . . . . . 1--9
Wei-Cheng Lee and
Chiu-Lin Lai Facilitating Mathematical Argumentation
by Gamification: a Gamified Mobile
Collaborative Learning Approach for Math
Courses . . . . . . . . . . . . . . . . 11--35
Chung Kwan Lo and
Davy Tsz Kit Ng and
Fletcher Ng Observing Mathematical Properties in the
Virtual World: an Exploratory Study of
Online Independent Learning of Locus
Concepts . . . . . . . . . . . . . . . . 37--58
Hui-Chun Hung and
Min-Yu Chuang and
Cheng-Huan Chen Development and Evaluation of
Collaboration Scripts for Long-distance
VR Team Collaboration and Co-creation in
Elementary STEM Learning . . . . . . . . 59--80
Salih Cepni and
Mirac Aydin and
Kubra Ada Yildiz and
Salih Birisci and
Cem Ozkan and
Cemal Yalabuk Examining the Impact of Modified P3 Task
Taxonomy-Enriched Educational Robotics
PD Program on Teachers' STEM Content
Knowledge . . . . . . . . . . . . . . . 81--110
Xingyu Geng and
Yu-Sheng Su Enhancing K--12 Students' STEM Learning
Through the Integration of the Metaverse
Into Online and Blended Environments: a
Meta-Analysis . . . . . . . . . . . . . 111--143
Moonhyun Han and
Janghee Uhm Enhancing Students' Emotional,
Epistemic, and Conceptual Aspects in
Scientific Practice through
Computational Modeling on a Food Web . . 145--165
Frances Quinn and
Linda Hobbs ``I'm on My Own and I'm Not Trained'': a
Cultural--Historical Activity Theory
Analysis of Teaching Mathematics
Out-of-Field in a Small School . . . . . 1--23
S. Kanageswari Suppiah Shanmugam and
Arsaythamby Veloo and
Yus'aiman Bin Jusoh Yusoff Examining Utility of Oral-Administered
Test Accommodation in Assessing
Aboriginal Pupils' Mathematics
Performance using Score Comparability 25--48
Haozhe Jiang and
Ritesh Chugh and
Darren Turnbull and
Xiaoqin Wang and
Suting Chen Exploring the Effects of
Technology-Related Informal Mathematics
Learning Activities: a Structural
Equation Modeling Analysis . . . . . . . 49--69
Reyhan Tekin-Sitrava and
Zeynep Özel and
Mine I\csìksal-Bostan and
Seçil Yemen-Karpuzcu How Does Online Professional Development
Program Enriched with Collaborative
Discussion Develop Teachers' Noticing
Skills? . . . . . . . . . . . . . . . . 71--96
Alina Knabbe and
Dominik Leiss and
Timo Ehmke Reality-Based Tasks with
Complex-Situations: Identifying
Sociodemographic and Cognitive Factors
for Solution . . . . . . . . . . . . . . 97--120
Pessia Tsamir and
Dina Tirosh and
Regina Ovodenko What Are and What Are Not Extrema
Points? Examining Definitions and
Examples . . . . . . . . . . . . . . . . 121--142
Shengqing He and
Chen Chen The Effects of Equiprobability Bias and
Representativeness Heuristics on the
Performance in Probability Comparison
and Calculation Tasks Among Middle
School Students in China . . . . . . . . 143--168
Lara Rodrigues and
Alejandra Meneses and
Maximiliano Montenegro and
Cristián Cortés Direct and Indirect Opportunities to
Learn Astronomy Within the Chilean
Science Curriculum . . . . . . . . . . . 169--191
Deborah Hanuscin and
Emily Borda and
Josie Melton and
Jamie N. Mikeska Designing Educative Curriculum Materials
for Teacher Educators: Supporting
Preservice Elementary Teachers' Content
Knowledge for Teaching About Matter and
Its Interactions . . . . . . . . . . . . 193--213
Caiqin Han and
Jiawen Xiang Alignment Analysis Between China College
Entrance Examination Physics Test and
Curriculum Standard Based on E-SEC Model 215--234
Carme Grimalt-Álvaro and
Víctor López-Simó and
\`Elia Tena How Do Secondary-School Teachers Design
STEM Teaching--Learning Sequences? A
Mixed Methods Study for Identifying
Design Profiles . . . . . . . . . . . . 235--260
Cathlene Hillier and
Diandra Singh and
Tye Campbell The Influence of a University--School
Partnership on Pre-service Teachers'
Perceived Preparedness and Views on
Teaching and Learning S.T.E.M . . . . . 261--283
Larry D. Yore and
Kok\u2011Sing Tang Correction to: Foundations, Insights,
and Future Considerations of Reading in
Science and Mathematics Education . . . 285--285
A. Lynn Stephens and
Steven Roderick and
Namsoo Shin and
Daniel Damelin Correction to: Students Do Not Always
Mean What We Think They Mean: a
Questioning Strategy to Elicit the
Reasoning Behind Unexpected Causal
Patterns in Student System Models . . . 287--288
Chee\u2011Kit Looi and
Shiau\u2011Wei Chan and
Longkai Wu and
Wendy Huang and
Mi Song Kim and
Daner Sun Correction to: Exploring Computational
Thinking in the Context of Mathematics
Learning in Secondary Schools:
Dispositions, Engagement and Learning
Performance . . . . . . . . . . . . . . 289--290
Brenda Such and
Stefanie Gazda Correction to: The Influence of
Iterative Online Course Designs on
Student Learning Outcomes in Large
Undergraduate Biology Courses and Labs 291--291
Shiyu Xu and
Michael J. Reiss and
Wilton Lodge Comprehensive Scientific Creativity
Assessment (C-SCA): a New Approach for
Measuring Scientific Creativity in
Secondary School Students . . . . . . . 293--319
Sungmin Moon and
Shu-Sha Angie Guan and
Jose H. Vargas and
Judith C. P. Lin and
Patchareeya Kwan and
Carrie L. Saetermoe and
Gilberto Flores and
Gabriela Chavira Critical Mentorship in Undergraduate
Research Experience BUILDs Science
Identity and Self-Efficacy . . . . . . . 321--341
Men\csure Alkì\cs Küçükaydìn and
Elçin Ayaz Validation of the Scientific Reasoning
Competencies Instrument: Relationships
with Epistemological Beliefs and
Analytical Thinking . . . . . . . . . . 343--363
Carina Büscher Differences in Students' Computational
Thinking Activities when Designing an
Algorithm for Drawing Plane Figures . . 365--386
Luona Wang and
Qiaoping Zhang and
Daner Sun Exploring the Impact of An Augmented
Reality--Integrated Mathematics
Curriculum on Students' Spatial Skills
in Elementary School . . . . . . . . . . 387--414
Juhaina Awawdeh Shahbari Features of Digital Tools Utilized in
Mathematical Modeling Process . . . . . 415--439
Sheng-Kuei Hsu and
Yuling Hsu Supporting Young Learners in Learning
Geometric Area Concepts Through Static
Versus Dynamic Representation and
Imagination Strategies . . . . . . . . . 441--459
Nataly Pincheira and
Ángel Alsina Mathematical Knowledge of Early Algebra
Exhibited by Pre-Service Early Childhood
Education Teachers . . . . . . . . . . . 461--487
Andrew Gilbert and
Jennifer Suh and
Fahima Choudhry Exploring the Development of Preservice
Teachers' Visions of Equity through
Science and Mathematics Integration . . 489--514
Ryan S. Wells and
Ling Chen and
Ezekiel Kimball and
Betty Annan and
Scott M. Auerbach and
Justin T. Fermann Improving the Perceived Utility Value of
Teamwork and Collaboration among STEM
Undergraduates . . . . . . . . . . . . . 515--536
Argyris Nipyrakis and
Dimitris Stavrou and
Lucy Avraamidou Examining S-T-E-M Teachers' Design of
Integrated STEM Lesson Plans . . . . . . 537--560
Rabia Nur Önde\cs Research Trends in STEM Clubs: a Content
Analysis . . . . . . . . . . . . . . . . 561--588
Ali Simsek and
Alison Clark-Wilson Adopting a Framework for Investigating
Mathematics Teachers'
Technology-integrated Classroom Teaching
Practice: Structuring Features of
Classroom Practice . . . . . . . . . . . 589--616
Dina Tirosh and
Pessia Tsamir Mis-Out and Mis-In Examples: The Case of
Rational Numbers . . . . . . . . . . . . 617--637
Ofra Ofri and
Michal Tabach Overt and Covert Participation in an
Argumentative whole-class Discussion:
Spread of Ideas about Quadratic
Functions . . . . . . . . . . . . . . . 639--661
Alina Kadluba and
Andreas Obersteiner How to Assess Mathematics Teachers'
TPACK? A Comparison Between Self-Reports
and Knowledge Tests . . . . . . . . . . 663--688
Demetra Pitta-Pantazi and
Maria Chimoni and
Constantinos Christou Revisiting the Relationship of
Arithmetical Thinking and
Letter-Symbolic Algebra . . . . . . . . 689--711
Emilie Gertz and
Lene Mòller Madsen and
Henriette Tolstrup Holmegaard ``It's Not Like I Go \emphOh That's
Really Exciting`` --- a Qualitative
Study of Upper Secondary School
Students' Identity Negotiations in
Physics . . . . . . . . . . . . . . . . 713--736
Wittaya Pulsawad and
Anusorn Tong-on and
Luecha Ladachart and
Ladapa Ladachart Examining disciplinary specificity of
preservice mathematics and science
teachers' professional identities . . . 737--771
Karma Dorji and
Tashi Choden and
Pem Choden and
Pema Tshering Exploring Bhutanese Biology Teachers'
Perceptions of Scientific Models . . . . 773--801
Ian Thacker and
Rebecca Schroeder and
Sara Shields-Menard and
Nickolas Goforth Dirt Don't Hurt: How Relevant Soil Data
Can Support Learning and Motivation at a
Hispanic Serving Institution . . . . . . 803--826
Ruying Li and
Gaofeng Li Developing and Validating a Biological
System Thinking Test for Middle School
Students . . . . . . . . . . . . . . . . 827--847
Michael Giamellaro and
Benjamin Ewing and
Deborah Siegel Affordances and Constraints to
Implementing Project-Based STEM: a Case
Study of Systemic School Change . . . . 849--869
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