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Mathematics Teacher, Vol. 85, No. 5. (IF 35)
Brown, S. (1992). Secound-Grade Children's Understanding of the Division Process. School Science and Mathematics, Vol. 92, No. 2, pp. 92-95. (IF 31)
Brown, T. (1990). Active Learning within investigational Tasks. Mathematics Teaching, pp. 15-18. (IF 25)
Brown, T. (1991). Hermeneutics and Mathematical Activity. Educational Studies in Mathematics, Vol. 22, No. 5, pp. 475-480. (IF 31)
Brown, T. (1994). Creating and Knowing Mathematics Through Language and Experience. Educational Studies in Mathematics, Vol. 27, No. 1. (IF 46, 47)
Brown, T. (1996). Intention and Significance in the Teaching and Learning of Mathematics. Journal for Research in Mathematics Education, Vol. 27, No. 1, pp. 52-56. (IF 70) 概要
Brown, T. Delineation of Culture in Mathematics Education Research. In Tzekaki,M., Kaldrimidou, M., Sakonidis, H. (eds.), Proc. 33rd Conf of the IGPME, Vol.2, pp.209-216. Thessaloniki, Greece: PME. (IF 119) 概要
Bruno D’amore (2005). Secondary School Students’ Mathematical Argumentation and Indian Logic (Nyaya). For the Learning of Mathematics，Vol. 25，No. 2，pp.26-32.(IF 107) 概要
Bruting, D. & Maples, C. (1992). Making Connections: Beyond the Surface. Mathematics Teacher, Vol. 85, No. 3, pp. 230-235. (IF 43)
Burn, B. (1996). What are the Fundamental Concepts of Group Theory? Educational Studies in Mathematics, Vol. 31, pp. 371-377. (IF 69) 概要
Burton, M. B. (1991). Grammatical Translation-Inhibitors in Two Classical Word Problem Sentences. For the Learning of Mathematics, Vol. 11, No. 1. (IF 28)
Buschman, L. (2002). Becoming a Problem Solver. Teaching Children Mathematics, Vol. 9, No. 2, pp. 98-103. (IF 91) 概要
Bush, W. S. & Fiala, A. (1986) Problem Stories: A New Twist on Problem Posing. Arithmetic Teacher, December. (IF 7)
Bussi, M. G. B. (1996). Mathematical Discussion and Perspective Drawing in Primary School. Educational Studies in Mathematics, Vol. 31, pp. 11-41. (IF 81) 概要
Byers, V. & Erlwanger, S. (1985). Memory in Mathematical Understanding. Educational Studies in Mathematics, Vol. 16, pp. 259-281. (IF 17)
Cai, J. (1994). A Protocol-Analytic Study of Metacognition in Mathematical Problem Solving. Mathematics Education Research Journal, Vol. 6, No. 2, pp. 166-183. (IF 55, 56)
Campione, J. C. et al. (1990). Metacognition: On the Importance of Understanding What You Are Doing. Charles, R. I. & Silver, E. A. (Eds.), The Teaching and Assessing of Mathematical Problem Solving, Vol. 3, pp. 93-114. (IF 34, 35, 36)
Carpenter, T. P., Moser, J. M. & Bebout, H. C. (1988). Representation of Addition and Subtraction Word Problem. Journal for Research in Mathematics Education, Vol. 19, No. 4. (IF 10)
Carreira, S. (1997). Metaphorical Thinking and Applied Problem Solving: Implications for Mathematics Learning. Proceedings of the 21st Conference of PME, Vol. 2, pp. 129-136. (IF 63)
Carroll, W. M. (1988). Cross Sections of Solids. Arithmetic Teacher, Vol. 35, No. 7. (IF 7)
Chassapis, D. (1999). The Mediation of Tools in the Development of Formal Mathematical Concepts: The Compass and the Circle as an Example. Educational Studies in Mathematics, Vol. 37, pp. 275-293. (IF 76) 概要
Chazan, D. (1993). F(x)=G(x)?: an Approach to Modelling with Algebra. For the Learning of Mathematics, Vol. 13, No. 3, pp. 22-26. (IF 67)
Christiansen, I. M. (1997). When Negotiation of Meaning Is Also Negotiation of Task: Analysis of Communication in an Applied Mathematics High School Course. Educational Studies in Mathematics, Vol. 34, No. 1, pp. 1-25. (IF 75) 概要
Cifarelli, V. (1999). Abductive Inference: Connections between Problem Posing and Solving. Proceedings of the 23rd Conference of the PME, Vol. 2, pp. 217-224. (IF 75) 概要
Cifarelli, V. & Saenz-Ludlow, A. (1996). Abductive Processes and Mathematics Learning. Proceedings of the Eighteenth Annual Meeting of the North American Chapter of the PME, pp. 161-166. (IF 76) 概要
Clarke, D. (2009). Theoretical perspectives in mathematics teacher education. Proceedings of the 33rd conference of the international group for the psychology of mathematics education, Vol. 1, pp. 85-93. (IF 127)概要
Clarke, J. D., Waywood, A. & Stephens, M. (1993). Probing the Structure of Mathematical Writing. Educational Studies in Mathematics, Vol. 25, No. 3, pp. 235-250. (IF 55)
Clauson, D. J. (1998). How Rubrics Become Grades. Mathematics Teaching in the Middle School, Vol. 4, No. 2, pp. 118-119. (IF 70) 概要
Clement, L. L. (2001). What Do Students Really Know about Functions? Mathematics Teacher, Vol. 94, No. 9, pp. 745-748. (IF 86) 概要
Clement, J. & Konold, C. (1989). Fostering Basic Problem-Solving Skills in Mathematics. for the learning of mathematics, Vol. 9, No. 3, pp. 26-30. (IF 31, 32)
Coackley, P. (1991). Schemes of Work. Mathematics Teaching, No. 137. (IF 31)
Cobb, P. (1985). Two Children's Anticipations, Beliefs, and Motivation. Educational Studies in Mathematics, Vol. 16, No. 2. (IF 13)
Cobb, P. (1986). Contexts, Goals, Beliefs, and Learning Mathematics. for the learning of mathematics, Vol. 6, No. 2, pp. 2-9. (IF 34, 35)
Cobb, P. (1995). Cultural Tools and Mathematical Learning: A Case Study. Journal for Research in Mathematics Education, Vol. 26, No. 4, pp. 362-385. (IF 55, 56, 57)
Cobb, P. (2000). The Importance of a Situated View of Learning to the Design of Research and Instruction. Multiple Perspectives on Mathematics Teaching and Learning (pp.45-82). Westport, CT: Ablex Publishing.(IF 103, 104) 概要
Cobb, P. et al. (1988). Creating a Problem-solving Atmosphere. Arithmetic Teacher, pp. 46-47. (IF 12)
Cobb, P., Yackel, E. & Wood, T. (1993). Theoretical Orientation. Wood, T. et al. (Eds.), Rethinking Elementary School Mathematics: Insight and Issues, JRME Monograph, No. 6, pp. 21-32. (IF 51)
Confrey, J. (1994). A Theory of Intellectual Development (part 1). for the learning of mathematics, Vol. 14, No. 3, pp. 2-8. (IF 47)
Confrey, J. (1994). A Theory of Intellectual Development (part 2). for the learning of mathematics, Vol. 15, No. 1, pp. 38-48. (IF 48, 49)
Confrey, J. & Kazak, S. (2006). A Thirty-Year Reflection on Constructivism in Mathematics Education in PME. Handbook of Research on the Psychology of Mathematics Education: Past, Present and Futurepp. 305-345 (IF 120) 概要
Confrey, J. & Kazak, S. (2006). A Thirty-Year Reflection on Constructivism in Mathematics Education in PME. Handbook of Research on the Psychology of Mathematics Education: Past, Present and Futurepp. 305-345 (IF 121) 概要
Crites, T. (1994). Using Lotteries to Improve Students' Number Sense and Understanding of Probability. School Science and Mathematics, Vol. 94, No. 4, pp. 203-207. (IF 77) 概要
Crouch, R. & Haines, C. (2004). Mathematical modeling: transition between the real world and the mathematical model. International Journal of Mathematical Education in Science and Technology，vol. 35, No.2, pp.197-206.(IF 102,103) 概要
Damarin, S. K. et al. (1988). Computer Instruction in Estimation: Improvement in High School Mathematics Students. School Science and Mathematics, Vol. 88, No. 6. (IF 16)
D’Ambrosio, U. (1994). On environmental mathematics education. Zentralblatt fur Didaktik der Mathematik, Jahrgang 26, heft 6, pp. 171-174. (IF 100) 概要
David K. Pugalee, D. K. (2001). Writing, Mathematics, and Metacognition: Looking for Connections Through Students’ Work in Mathematical Problem Solving School Science and Mathematics,, Vol. 101, No. 5. pp. 236-245. (IF 114) 概要
Davidson, N. & Kroll, D. L. (1991). An Overview of Research on Cooperative Learning Related to Mathematics. Journal for Research in Mathematics Education, Vol. 22, No. 5. pp. 362-365. (IF 35)
Davis, G., Hunting, R. P. & Pearn, C. (1993). What Might a Fraction Mean to a Child and How Would a Teacher Know? Journal of Mathematical Behavior, Vol. 12, pp. 63-76. (IF 45, 46)
Davis, R. B. (1992). Understanding "Understanding". Journal of Mathematical Behavior, Vol. 11, pp. 225-241. (IF 35, 36)
DeGuire, L. J. (1993). Developing Metacognition During Problem Solving. Proceedings of Seventeenth PME Conference, Vol. 2, pp. 222-229. (IF 39)
Dekker, R. and Elshout-Mohr, M. (2004). Teacher interventions aimed at mathematical level raising during collaborative learning. Educational Studies in Mathematics Vol.56, No.1, pp.39-65.(IF 99,100,101) 概要
Dias, A. (1999). Ethnomathematics vs. Epistemological Hegemony. For the Learning of Mathematics, Vol. 19, No. 3, 1999, pp. 23-26. (IF 82) 概要
Doorman, L.M., Gravemeijer, K.P.E. (2009). Emergent modeling: discrete graphs to support the understanding of change and velocity. ZDM , Vol.41, No.1-2, pp.199-211. (IF 120) 概要
Doorman, L.M., Gravemeijer, K.P.E. (2009). Emergent modeling: discrete graphs to support the understanding of change and velocity. ZDM , Vol.41, No.1-2, pp.199-211. (IF 121) 概要
Dorfler, W. (1989). Protocols of Actions as a Cognitive Tool for Knowledge Construction. Proceedings of the 13rd Conference of PME. (IF 44)
Dorfler, W. (1991). Meaning: Image Schemata and Protocols. Proceedings of the 15th Conference of PME, Vol. 1, pp. 17-32. (IF 47, 49)
Dorfler, W. (1993). Fluency in a Discourse or Manipulation of Mental Objects. Proceedings of the 17th Conference of PME. (IF 46)
Douady, R. & Parzysz, B. (1998). Geometry in the Classroom. Mammana, C. & Villani, V. (eds.), Perspectives on the Teaching of Geometry for the 21st Century: An ICMI Study, pp. 159-192. (IF 71) 概要
Dreyfus, T. (1991). Advanced Mathematical Thinking Processes. Tall, D. (Ed.), Advanced Mathematical Thinking, pp. 25-41. (IF 34)
Dubinsky, E. (1991). Reflective Abstraction in Advanced Mathematical Thinking. Tall, D. (Ed.), Advanced Mathematical Thinking. (IF 39)
Dubinsky, E., Dautermann, J., Leron, U. & Zazkis, R. (1997). A Reaction to Burn's "What are the Fundamental Concepts of Group Theory?". Educational Studies in Mathematics, Vol. 34, pp. 249-253. (IF 70) 概要
Dunkels, A. (1991). Much more than Multiplying by 5. Mathematics in School, May, pp. 9-11. (IF 27)
Dunkels, A. (1993). Looking at Euclid's Proposition 20 of Book III with Closed and Open Eyes. Journal of Mathematical Behavior, Vol. 12, pp. 9-15. (IF 44)
Eggleton P.J. and Moldavan C.C. (2001). The Value of Mistakes. Mathematics Teaching in the Middle School, Vol. 7, No. 3, pp. 42-47. (IF 103) 概要
English, L. D. (1995). General Reasoning Processes and Elementary Algebraic Understanding: Implications for Initial Instruction. Focus on Learning Problemsin Mathematics, Vol. 17, No. 4, pp. 1-19. (IF 58)
English, L. D. (1997). Analogies, Metaphors, and Images: Vehicles for Mathematical Reasoning. English, L. D. (ed), Mathematical Reasoning: analogies, metaphors, and images, pp. 3-18. (IF 71) 概要
English, L. D. (1997). Promoting a Problem-Posing Classroom. Teaching Children Mathematics, Vol. 4, No. 3, pp. 172-179. (IF 79) 概要
English, L. D. (1999). Reasoning by Analogy: A Fundamental Process in Children's Mathematical Learning. Developing Mathematical Reasoning in Grades K-12, NCTM Yearbook, pp. 22-36. (IF 79) 概要
English, L. D. & Halford, G. S. (1995). Proportional Reasoning. Mathematics Education: models and processes, pp. 245-255. (IF 74) 概要
English, L. D. & Sharry, P. V. (1996). Analogical Reasoning and the Development of Algebraic Abstraction. Educational Studies in Mathematics, Vol. 30, No. 2, pp. 135-157. (IF 55, 56, 57)
Epp. S. S. (1998). A Unified Framework for Proof and Disproof. The Mathematics Teacher, 91 (8), pp. 708-713. (IF 82) 概要
Ernest, P. (1989). Philosophy, Mathematics, and Education. International Journal of Mathematics Educationin Science and Technology, Vol. 20, No. 4, pp. 555-559. (IF 15)
Ernest, P. (2008). Epistemology Plus Values Equals Classroom Image of Mathematics. Philosophy of Mathematics Education Journal, No. 23, 2008.（IF 119）概要
Ervynck, G. (1991). Mathematical Creativity. Tall, D. (Ed.), Advanced Mathematical Thinking, Chapter 3. (IF 34, 35)
Even, R. & Markovits, Z. (1991). Teachers' Pedagogical Knowledge: The Case of Function. Proceedings of the 15th Conference of PME, Vol. 2, pp. 40-47. (IF 48)
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