Vol. 12 No. 3 (2024): General Issue

DOI: https://doi.org/10.31129/LUMAT.12.3

Published: 2024-02-09

Articles

Argument structure in explaining wave-particle duality of photons in double-slit experiment A study pre-service teachers’ written reports

Ismo T. Koponen, Karoliina Vuola, Maija Nousiainen

1–29
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Fostering teachers as sustainability and climate change educators through understanding of teachers' self-efficacy beliefs

Jaana Herranen, Maija Aksela

30–52
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- Video abstract
Attitudes towards and expectations on the role of artificial intelligence in the classroom among digitally skilled Finnish K-12 mathematics teachers

Ray Pörn, Mats Braskén, Mattias Wingren, Sören Andersson

53–77
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Programming as a mediator of mathematical thinking Examples from upper secondary students exploring the definite integral

Timo Tossavainen, Claes Johansson, Alf Juhlin, Anna Wedestig

78–99
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Ympäristöopin oppimateriaalin saavutettavuutta edistämässä Luokanopettajaopiskelijoiden ehdotukset kuvien vaihtoehtoisiksi teksteiksi

Anne-Maria Nupponen, Kari Sormunen, Päivi Björn

100–127
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Parental involvement and children’s mathematical outcomes How values and communication relate to achievement and attitudes

Arve Fiskerstrand, Markku S. Hannula, Arne Kåre Topphol

6
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Examining motivation profile differences across students’ mathematics identity, performance, and parents’ attitudes

Pia Ilomanni, Jelena Radišić, Anu Laine

7
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Co-constructing novel science stories or reciting epic narratives? A case of science teaching in upper primary school

Lina Varg

8
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