Table of contents for issues of International Journal of Science and Mathematics Education

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Volume 1, Number 1, March, 2003
Volume 1, Number 2, June, 2003
Volume 1, Number 3, September, 2004
Volume 1, Number 4, January, 2005
Volume 2, Number 1, March, 2004
Volume 2, Number 2, June, 2004
Volume 3, Number 1, March, 2005
Volume 3, Number 2, June, 2005
Volume 3, Number 3, September, 2005
Volume 4, Number 1, March, 2006
Volume 4, Number 2, October, 2006
Volume 4, Number 3, November, 2006
Volume 4, Number 4, December, 2006
Volume 5, Number 1, March, 2007
Volume 5, Number 2, June, 2007
Volume 5, Number 3, September, 2007
Volume 5, Number 4, December, 2007
Volume 6, Number 1, March, 2008
Volume 6, Number 2, June, 2008
Volume 6, Number 3, September, 2008
Volume 6, Number 4, December, 2008
Volume 7, Number 1, February, 2009
Volume 7, Number 2, April, 2009
Volume 7, Number 3, June, 2009
Volume 7, Number 4, August, 2009
Volume 7, Number 5, October, 2009
Volume 8, Number 1, February, 2010
Volume 8, Number 2, April, 2010
Volume 8, Number 3, June, 2010
Volume 8, Number 4, August, 2010
Volume 8, Number 5, October, 2010
Volume 8, Number 6, December, 2010
Volume 9, Number 1, February, 2011
Volume 9, Number 2, April, 2011
Volume 9, Number 3, June, 2011
Volume 9, Number 4, August, 2011
Volume 9, Number 5, October, 2011
Volume 9, Number 6, December, 2011
Volume 10, Number 1, February, 2012
Volume 10, Number 2, April, 2012
Volume 10, Number 3, June, 2012
Volume 10, Number 4, August, 2012
Volume 10, Number 5, October, 2012
Volume 10, Number 6, December, 2012
Volume 11, Number 1, February, 2013
Volume 11, Number 2, April, 2013
Volume 11, Number 3, June, 2013
Volume 11, Number 4, August, 2013
Volume 11, Number 5, October, 2013
Volume 12, Number 1, February, 2014
Volume 12, Number 2, April, 2014
Volume 12, Number 3, June, 2014
Volume 12, Number 4, August, 2014
Volume 12, Number 5, October, 2014
Volume 12, Number 6, December, 2014
Volume 13, Number 1, February, 2015
Volume 13, Number 1s, March, 2015
Volume 13, Number 2, April, 2015
Volume 13, Number 2s, May, 2015
Volume 13, Number 3, June, 2015
Volume 13, Number 4, August, 2015
Volume 13, Number 5, October, 2015
Volume 13, Number 6, December, 2015
Volume 14, Number 1, February, 2016
Volume 14, Number 1s, January, 2016
Volume 14, Number 2, March, 2016
Volume 14, Number 2s, July, 2016
Volume 14, Number 3, April, 2016
Volume 14, Number 4, May, 2016
Volume 14, Number 5, June, 2016
Volume 14, Number 6, August, 2016
Volume 14, Number 7, October, 2016
Volume 14, Number 8, December, 2016
Volume 15, Number 1, January, 2017
Volume 15, Number 1s, May, 2017
Volume 15, Number 2, February, 2017
Volume 15, Number 3, March, 2017
Volume 15, Number 4, April, 2017
Volume 15, Number 5, June, 2017
Volume 15, Number 6, August, 2017
Volume 15, Number 7, October, 2017
Volume 15, Number 8, December, 2017
Volume 16, Number 1, January, 2018
Volume 16, Number 1S, August, 2018
Volume 16, Number 2, February, 2018
Volume 16, Number 3, February, 2018
Volume 16, Number 4, April, 2018
Volume 16, Number 5, June, 2018
Volume 16, Number 6, August, 2018
Volume 16, Number 7, October, 2018
Volume 16, Number 8, November, 2018
Volume 17, Number 1, January, 2019
Volume 17, Number 2, February, 2019
Volume 17, Number 3, March, 2019
Volume 17, Number 4, April, 2019
Volume 17, Number 5, June, 2019
Volume 17, Number 6, August, 2019
Volume 17, Number 7, October, 2019
Volume 17, Number 8, December, 2019
Volume 18, Number 1, January, 2020
Volume 18, Number 2, February, 2020
Volume 18, Number 3, March, 2020
Volume 18, Number 4, April, 2020
Volume 18, Number 5, June, 2020
Volume 18, Number 6, August, 2020
Volume 18, Number 7, October, 2020
Volume 18, Number 8, December, 2020
Volume 19, Number 1, January, 2021
Volume 19, Number 2, February, 2021
Volume 19, Number 3, March, 2021
Volume 19, Number 4, April, 2021
Volume 19, Number S1, May, 2021
Volume 19, Number 5, June, 2021
Volume 19, Number 6, August, 2021
Volume 19, Number 7, October, 2021
Volume 19, Number 8, December, 2021
Volume 20, Number 1, January, 2022
Volume 20, Number 2, February, 2022
Volume 20, Number 3, March, 2022
Volume 20, Number 4, April, 2022
Volume 20, Number 5, June, 2022
Volume 20, Number 6, August, 2022
Volume 20, Number 7, October, 2022


International Journal of Science and Mathematics Education
Volume 1, Number 1, March, 2003

                      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

International Journal of Science and Mathematics Education
Volume 1, Number 2, June, 2003

                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

International Journal of Science and Mathematics Education
Volume 1, Number 3, September, 2004

              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

International Journal of Science and Mathematics Education
Volume 1, Number 4, January, 2005

                    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


International Journal of Science and Mathematics Education
Volume 2, Number 1, March, 2004

                 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

International Journal of Science and Mathematics Education
Volume 2, Number 2, June, 2004

            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


International Journal of Science and Mathematics Education
Volume 3, Number 1, March, 2005

                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

International Journal of Science and Mathematics Education
Volume 3, Number 2, June, 2005

             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

International Journal of Science and Mathematics Education
Volume 3, Number 3, September, 2005

                     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


International Journal of Science and Mathematics Education
Volume 4, Number 1, March, 2006

           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

International Journal of Science and Mathematics Education
Volume 4, Number 2, October, 2006

                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

International Journal of Science and Mathematics Education
Volume 4, Number 3, November, 2006

         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

International Journal of Science and Mathematics Education
Volume 4, Number 4, December, 2006

     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


International Journal of Science and Mathematics Education
Volume 5, Number 1, March, 2007

       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

International Journal of Science and Mathematics Education
Volume 5, Number 2, June, 2007

                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
                   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

International Journal of Science and Mathematics Education
Volume 5, Number 3, September, 2007

             Keith S. Taber and   
           Kim Chwee Daniel Tan   Exploring Learners' Conceptual
                                  Resources: Singapore A Level Students'
                                  Explanations in the Topic of Ionisation
                                  Energy . . . . . . . . . . . . . . . . . 375
                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
       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

International Journal of Science and Mathematics Education
Volume 5, Number 4, December, 2007

              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


International Journal of Science and Mathematics Education
Volume 6, Number 1, March, 2008

           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

International Journal of Science and Mathematics Education
Volume 6, Number 2, June, 2008

              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

International Journal of Science and Mathematics Education
Volume 6, Number 3, September, 2008

          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

International Journal of Science and Mathematics Education
Volume 6, Number 4, December, 2008

           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


International Journal of Science and Mathematics Education
Volume 7, Number 1, February, 2009

           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

International Journal of Science and Mathematics Education
Volume 7, Number 2, April, 2009

          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
     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

International Journal of Science and Mathematics Education
Volume 7, Number 3, June, 2009

           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

International Journal of Science and Mathematics Education
Volume 7, Number 4, August, 2009

       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

International Journal of Science and Mathematics Education
Volume 7, Number 5, October, 2009

         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


International Journal of Science and Mathematics Education
Volume 8, Number 1, February, 2010

                   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

International Journal of Science and Mathematics Education
Volume 8, Number 2, April, 2010

                   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

International Journal of Science and Mathematics Education
Volume 8, Number 3, June, 2010

           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

International Journal of Science and Mathematics Education
Volume 8, Number 4, August, 2010

                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

International Journal of Science and Mathematics Education
Volume 8, Number 5, October, 2010

                    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

International Journal of Science and Mathematics Education
Volume 8, Number 6, December, 2010

           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


International Journal of Science and Mathematics Education
Volume 9, Number 1, February, 2011

           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

International Journal of Science and Mathematics Education
Volume 9, Number 2, April, 2011

              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

International Journal of Science and Mathematics Education
Volume 9, Number 3, June, 2011

       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

International Journal of Science and Mathematics Education
Volume 9, Number 4, August, 2011

              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

International Journal of Science and Mathematics Education
Volume 9, Number 5, October, 2011

     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

International Journal of Science and Mathematics Education
Volume 9, Number 6, December, 2011

                     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


International Journal of Science and Mathematics Education
Volume 10, Number 1, February, 2012

         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

International Journal of Science and Mathematics Education
Volume 10, Number 2, April, 2012

                    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

International Journal of Science and Mathematics Education
Volume 10, Number 3, June, 2012

                 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

International Journal of Science and Mathematics Education
Volume 10, Number 4, August, 2012

               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

International Journal of Science and Mathematics Education
Volume 10, Number 5, October, 2012

          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

International Journal of Science and Mathematics Education
Volume 10, Number 6, December, 2012

            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


International Journal of Science and Mathematics Education
Volume 11, Number 1, February, 2013

             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

International Journal of Science and Mathematics Education
Volume 11, Number 2, April, 2013

                    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

International Journal of Science and Mathematics Education
Volume 11, Number 3, June, 2013

        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

International Journal of Science and Mathematics Education
Volume 11, Number 4, August, 2013

        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

International Journal of Science and Mathematics Education
Volume 11, Number 5, October, 2013

                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


International Journal of Science and Mathematics Education
Volume 12, Number 1, February, 2014

           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

International Journal of Science and Mathematics Education
Volume 12, Number 2, April, 2014

                   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

International Journal of Science and Mathematics Education
Volume 12, Number 3, June, 2014

          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

International Journal of Science and Mathematics Education
Volume 12, Number 4, August, 2014

            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

International Journal of Science and Mathematics Education
Volume 12, Number 5, October, 2014

               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

International Journal of Science and Mathematics Education
Volume 12, Number 6, December, 2014

                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


International Journal of Science and Mathematics Education
Volume 13, Number 1, February, 2015

             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

International Journal of Science and Mathematics Education
Volume 13, Number 1s, March, 2015

          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\thinspace
                                  \thinspace +\thinspace \thinspace 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

International Journal of Science and Mathematics Education
Volume 13, Number 2, April, 2015

        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

International Journal of Science and Mathematics Education
Volume 13, Number 2s, May, 2015

        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

International Journal of Science and Mathematics Education
Volume 13, Number 3, June, 2015

           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

International Journal of Science and Mathematics Education
Volume 13, Number 4, August, 2015

                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

International Journal of Science and Mathematics Education
Volume 13, Number 5, October, 2015

                    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

International Journal of Science and Mathematics Education
Volume 13, Number 6, December, 2015

            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


International Journal of Science and Mathematics Education
Volume 14, Number 1, February, 2016

             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

International Journal of Science and Mathematics Education
Volume 14, Number 1s, January, 2016

              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

International Journal of Science and Mathematics Education
Volume 14, Number 2, March, 2016

              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

International Journal of Science and Mathematics Education
Volume 14, Number 2s, July, 2016

        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

International Journal of Science and Mathematics Education
Volume 14, Number 3, April, 2016

                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

International Journal of Science and Mathematics Education
Volume 14, Number 4, May, 2016

              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

International Journal of Science and Mathematics Education
Volume 14, Number 5, June, 2016

             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

International Journal of Science and Mathematics Education
Volume 14, Number 6, August, 2016

       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

International Journal of Science and Mathematics Education
Volume 14, Number 7, October, 2016

              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

International Journal of Science and Mathematics Education
Volume 14, Number 8, December, 2016

       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


International Journal of Science and Mathematics Education
Volume 15, Number 1, January, 2017

         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

International Journal of Science and Mathematics Education
Volume 15, Number 1s, May, 2017

            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

International Journal of Science and Mathematics Education
Volume 15, Number 2, February, 2017

               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

International Journal of Science and Mathematics Education
Volume 15, Number 3, March, 2017

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

International Journal of Science and Mathematics Education
Volume 15, Number 4, April, 2017

              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

International Journal of Science and Mathematics Education
Volume 15, Number 5, June, 2017

           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

International Journal of Science and Mathematics Education
Volume 15, Number 6, August, 2017

              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

International Journal of Science and Mathematics Education
Volume 15, Number 7, October, 2017

      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

International Journal of Science and Mathematics Education
Volume 15, Number 8, December, 2017

             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


International Journal of Science and Mathematics Education
Volume 16, Number 1, January, 2018

              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

International Journal of Science and Mathematics Education
Volume 16, Number 1S, August, 2018

            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

International Journal of Science and Mathematics Education
Volume 16, Number 2, February, 2018

              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

International Journal of Science and Mathematics Education
Volume 16, Number 3, February, 2018

       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

International Journal of Science and Mathematics Education
Volume 16, Number 4, April, 2018

            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

International Journal of Science and Mathematics Education
Volume 16, Number 5, June, 2018

             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

International Journal of Science and Mathematics Education
Volume 16, Number 6, August, 2018

         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

International Journal of Science and Mathematics Education
Volume 16, Number 7, October, 2018

              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

International Journal of Science and Mathematics Education
Volume 16, Number 8, November, 2018

              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


International Journal of Science and Mathematics Education
Volume 17, Number 1, January, 2019

  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

International Journal of Science and Mathematics Education
Volume 17, Number 2, February, 2019

                    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

International Journal of Science and Mathematics Education
Volume 17, Number 3, March, 2019

                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

International Journal of Science and Mathematics Education
Volume 17, Number 4, April, 2019

           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

International Journal of Science and Mathematics Education
Volume 17, Number 5, June, 2019

               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

International Journal of Science and Mathematics Education
Volume 17, Number 6, August, 2019

             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

International Journal of Science and Mathematics Education
Volume 17, Number 7, October, 2019

                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

International Journal of Science and Mathematics Education
Volume 17, Number 8, December, 2019

                       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


International Journal of Science and Mathematics Education
Volume 18, Number 1, January, 2020

              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

International Journal of Science and Mathematics Education
Volume 18, Number 2, February, 2020

               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

International Journal of Science and Mathematics Education
Volume 18, Number 3, March, 2020

               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

International Journal of Science and Mathematics Education
Volume 18, Number 4, April, 2020

           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

International Journal of Science and Mathematics Education
Volume 18, Number 5, June, 2020

   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

International Journal of Science and Mathematics Education
Volume 18, Number 6, August, 2020

              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

International Journal of Science and Mathematics Education
Volume 18, Number 7, October, 2020

              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

International Journal of Science and Mathematics Education
Volume 18, Number 8, December, 2020

          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


International Journal of Science and Mathematics Education
Volume 19, Number 1, January, 2021

  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

International Journal of Science and Mathematics Education
Volume 19, Number 2, February, 2021

            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

International Journal of Science and Mathematics Education
Volume 19, Number 3, March, 2021

              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

International Journal of Science and Mathematics Education
Volume 19, Number 4, April, 2021

                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

International Journal of Science and Mathematics Education
Volume 19, Number S1, May, 2021

             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

International Journal of Science and Mathematics Education
Volume 19, Number 5, June, 2021

               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

International Journal of Science and Mathematics Education
Volume 19, Number 6, August, 2021

            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

International Journal of Science and Mathematics Education
Volume 19, Number 7, October, 2021

              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

International Journal of Science and Mathematics Education
Volume 19, Number 8, December, 2021

               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


International Journal of Science and Mathematics Education
Volume 20, Number 1, January, 2022

              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

International Journal of Science and Mathematics Education
Volume 20, Number 2, February, 2022

                 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

International Journal of Science and Mathematics Education
Volume 20, Number 3, March, 2022

  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

International Journal of Science and Mathematics Education
Volume 20, Number 4, April, 2022

       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

International Journal of Science and Mathematics Education
Volume 20, Number 5, June, 2022

              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

International Journal of Science and Mathematics Education
Volume 20, Number 6, August, 2022

         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

International Journal of Science and Mathematics Education
Volume 20, Number 7, October, 2022

      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