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Distance mathematics teaching in Flanders, Germany, and the Netherlands during COVID-19 lockdown
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Distance mathematics education in Flanders, Germany, and the Netherlands during the COVID 19 lockdown—the student perspective
Fostering a growth mindset in secondary mathematics classrooms in the Netherlands
Assessing mathematical thinking as part of curriculum reform in the Netherlands
Correction to: Assessing mathematical thinking as part of curriculum reform in the Netherlands
Inquiry-Based Learning Practices in Lower-Secondary Mathematics Education Reported by Students from China and the Netherlands
Problem solving as a challenge for mathematics education in The Netherlands
Distance mathematics education in Flanders, Germany, and the Netherlands during the COVID 19 lockdown : the student perspective
Chinese and Dutch mathematics teachers’ beliefs about inquiry-based learning
Distance mathematics education in Flanders, Germany, and the Netherlands during the COVID 19 lockdown: —the student perspective