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Editors contains: "Ruiz-Arias, PM"

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  1. ; (, PME-NA)
    Sacristan, AI; Cortes-Zavala, JC; Ruiz-Arias, PM (Ed.)
    Teachers in the elementary grades often teach all subjects and are expected to have appropriate content knowledge of a wide range of disciplines. Current recommendations suggest teachers should integrate multiple disciplines into the same lesson, for instance, when teaching integrated STEM lessons. Although there are many similarities between STEM fields, there are also epistemological differences to be understood by students and teachers (see, e.g., Conner & Kittleson, 2009). How to teach STEM lessons without ignoring the unique characteristics, depth, and rigor of each discipline is an open question (Kertil & Gurel, 2016). This study investigated teachers’ beliefs about teaching mathematics and science using argumentation and the epistemological and contextual factors that may have influenced these beliefs. 
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    Accepted Manuscript Full Text Available
  2. ; ; ; ; ; ; (, Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Mexico)
    Sacristán, AI; Cortés-Zavala, JC; Ruiz-Arias, PM (Ed.)
    Full Text Available 
  3. ; ; ; ; ; (, Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Mexico)
    Sacristán, AI; Cortés-Zavala, JC; Ruiz-Arias, PM (Ed.)
    Full Text Available 
  4. ; (, Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Mexico)
    Sacristán, AI; Cortés-Zavala, JC; Ruiz-Arias, PM (Ed.)
    Full Text Available