All volumes and issues
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Volume 15, Issue 2 (November 2022)
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Volume 15, Issue 1 (November 2022)
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Volume 14 (October 2021)
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Volume 13 (February 2020)
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Foreword
DOI: https://doi.org/10.24529/hjme.1300 (J-STAGE) -
Research Articles
Elementary School Teacher’s Problems in the Process of Pedagogical Reasoning in Proportion from the Perspective of Curriculum Maker
Mitsue Arai
Pages 1-10
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DOI: https://doi.org/10.24529/hjme.1301 (J-STAGE) -
Special Feature Articles: Foundations of Mathematics Education for the Future
About the Nature of Manipulatives, Visual Material and Signs in Learning Mathematics – An Epistemological Perspective
Heinz Steinbring
Pages 11-29
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DOI: https://doi.org/10.24529/hjme.1302 (J-STAGE)Attaining Mathematical Insight During a Flow State: Was There Scaffolding?
Gaye Williams
Pages 31-56
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DOI: https://doi.org/10.24529/hjme.1303 (J-STAGE)Mid-Career Teacher Learning in a Mathematics Professional Development
Program: Focusing on the Growth of Teachers’ Perspectives
Keiko Hino, Tomohiko Makino and Takashi Kawakami
Pages 57-78
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DOI: https://doi.org/10.24529/hjme.1304 (J-STAGE) -
Special Feature Articles: Trends and Future of Mathematics Education Research in East Asia
The Trend and Direction of Mathematics Education Research in Korea
JeongSuk Pang
Pages 79-97
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DOI: https://doi.org/10.24529/hjme.1305 (J-STAGE)A Glimpse into the Mathematics Education Research in Singapore
Tin Lam TOH
Pages 99-120
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DOI: https://doi.org/10.24529/hjme.1306 (J-STAGE)
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Volume 12 (February 2019)
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Foreword
DOI: https://doi.org/10.24529/hjme.1200 (J-STAGE) -
Research Articles
Comparing structures of statistical hypothesis testing with proof by contradiction: In terms of argument
Hiroki Otani
Pages 1-12
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DOI: https://doi.org/10.24529/hjme.1201 (J-STAGE) -
Special Feature Articles: Foundations of Mathematics Education for the Future
Understanding and organizing mathematics education as a design science – Origins and new developments
Erich Ch. Wittmann
Pages 13-32
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DOI: https://doi.org/10.24529/hjme.1202 (J-STAGE)Framework of a dynamic cycle for promoting the professional development of mathematics teachers and educators in the lesson study of school mathematics
Masataka Koyama
Pages 33-48
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DOI: https://doi.org/10.24529/hjme.1203 (J-STAGE)Characterizing the quality of mathematics lessons in Japan from the narrative structure of the classroom: “Mathematics lessons incorporating students’ ‘questions’ as a main axis” as a leading case
Masakazu Okazaki, Koji Okamoto and Tatsuo Morozumi
Pages 49-70
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DOI: https://doi.org/10.24529/hjme.1204 (J-STAGE) -
Lecture Notes
Introducing the anthropological theory of the didactic: An attempt at a principled approach
Yves Chevallard
Pages 71-114
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DOI: https://doi.org/10.24529/hjme.1205 (J-STAGE)
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