FW: Educational Studies in Mathematics, Vol. 96, Issue 2 - New Issue Alert

 

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New Issue Alert 10/04/2017 Dear Reader, We are pleased to deliver your requested table of contents alert for Educational Studies in Mathematics. Volume 96 Number 2 is now available online. Special Issue: Research-based interventions in the area of proof Important news Education from Asia Pacific Take advantage of this series of article and book chapter collection – Education from Asia Pacific. All featured articles and chapters are free to access until October 20th, 2017. READ it now! In this issue Research-based interventions in the area of proof: the past, the present, and the future Gabriel J. Stylianides & Andreas J. Stylianides » Abstract   » Full text HTML   » Full text PDF Fostering empirical examination after proof construction in secondary school geometry Kotaro Komatsu » Abstract   » Full text HTML   » Full text PDF Analysis of the cognitive unity or rupture between conjecture and proof when learning to prove on a grade 10 trigonometry course Jorge Fiallo & Angel Gutiérrez » Abstract   » Full text HTML   » Full text PDF Enhancing students' mathematical reasoning in the classroom: teacher actions facilitating generalization and justification Joana Mata-Pereira & João-Pedro da Ponte » Abstract   » Full text HTML   » Full text PDF Affecting the flow of a proof by creating presence—a case study in Number Theory Mika Gabel & Tommy Dreyfus » Abstract   » Full text HTML   » Full text PDF Cultural analysis of mathematical content in teacher education: the case of Elementary Arithmetic Theorems Elda Guala & Paolo Boero » Abstract   » Full text HTML   » Full text PDF Does a transformation approach improve students' ability in constructing auxiliary lines for solving geometric problems? An intervention-based study with two Chinese classrooms Lianghuo Fan, Chunxia Qi, Xiaomei Liu, Yi Wang & Mengwei Lin » Abstract   » Full text HTML   » Full text PDF Multimedia resources designed to support learning from written proofs: an eye-movement study Somali Roy, Matthew Inglis & Lara Alcock » Abstract   » Full text HTML   » Full text PDF Changing classroom culture, curricula, and instruction for proof and proving: how amenable to scaling up, practicable for curricular integration, and capable of producing long-lasting effects are current interventions? Elena Nardi & Eric Knuth » Abstract   » Full text HTML   » Full text PDF Do you want to publish your article in this journal? Please visit the homepage of Educational Studies in Mathematics for full details on: ·         aims and scope ·         editorial policy ·         article submission Impact Factor: 0.959 (2016) Journal Citation Reports®, Thomson Reuters Read open access articles Click here to view all open access articles published in this journal. Interested in publishing your article open access? When you opt for Open Choice, you retain full copyright and your article is permanently freely available. Sign up for SpringerAlerts! Register for Springer's email services providing you with info on the latest books in your field. » Click here Important news Your ORCID iD – As unique as you ORCID identifiers are permanent, personal digital codes that distinguish you from every other researcher. Submit your iD with your manuscripts! Your publication record will be linked to your iD and can be discovered and recognized by others – all in one place. Find out more! This email has been sent to d.andrew@qmul.ac.uk You are receiving this email because you have opted to receive information from SpringerAlerts as a registered user of our Table of Content Alert for journals. To ensure the delivery to your inbox, please add the sender address springer@alerts.springer.com to your allow list. To modify your subscription (including change of email address etc.), please go to springer.com/alertprofile and log in with your email address and password. To unsubscribe from this specific table of contents alert, please click here. To unsubscribe from ALL table of contents alerts, please click here. For all enquiries, problems or suggestions regarding this service, please contact onlineservice@springer.com. Springer respects your privacy and does not disclose, sell or rent your personal information to any nonaffiliated third parties without your consent. Please visit the Springer Privacy Statement. Springer-Verlag GmbH Heidelberg, Tiergartenstrasse 17, 69121 Heidelberg, Germany, phone: +49 6221 487 0, fax: +49 6221 487 8366 © Springer 2017, springer.com