ISSN: 0732-3123

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Journal of Mathematical Behavior Q1 Unclaimed

Elsevier Inc. United States

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Journal of Mathematical Behavior is a journal indexed in SJR in Applied Mathematics and Applied Psychology with an H index of 58. It has an SJR impact factor of 0,787 and it has a best quartile of Q1. It is published in English. It has an SJR impact factor of 0,787.

Type: Journal

Type of Copyright:

Languages: English

Open Access Policy:

Type of publications:

Publication frecuency: -

Categories: Education (Q1) Applied Mathematics (Q2) Applied Psychology (Q2)

Price

- €

Inmediate OA

NPD

Embargoed OA

- €

Non OA

Metrics

0,787

SJR Impact factor

58

H Index

53

Total Docs (Last Year)

174

Total Docs (3 years)

2869

Total Refs

311

Total Cites (3 years)

173

Citable Docs (3 years)

1.33

Cites/Doc (2 years)

54.13

Ref/Doc

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Aims and Scope

Best articles by citations

Improving evidential argumentation through statistical sampling: evaluating the effects of a classroom intervention for at-risk 7th-graders

An investigation of students' understanding of abstract algebra (binary operations, groups and subgroups) and the use of abstract structures to build other structures (through cosets, normality and quotient groups)

Using students' statistical thinking to inform instruction

Active readiness method of teaching mathematics

Middle school students' understanding of the role sample size plays in experimental probability

In memoriam: Robert B. Davis

Bruneian children's addition and subtraction methods

Gesturing standard deviation: Gestures undergraduate students use in describing their concepts of standard deviation

Three women's understandings of algebra in a precalculus course integrated with the graphing calculator

Block towers and binomials

Alternative learning environments

Placenticeras: evolution of a task

SHOW MORE ARTICLES

Learning About Mathematical Proof: Conviction and Validity

Clinical interview methods in mathematics education research and practice

Substituting the symbol for the experience: Exposing a fallacy in mathematics education

The role of operating premises and reasoning paths in upper elementary students' problem solving

Rationals and decimals as required in the school curriculum

Ben's consolidation of knowledge structures about infinite sets

Problem posing via "what if not?" strategy in solid geometry - a case study

Teaching children to add and subtract

Difficulties in the articulation of different representations linked to the concept of function

Mathematical problem solving in didactic institutions as a complex system

An Integrated Research on Children's Construction of Meaningful, Symbolic, Partitioning-related Conceptions and the Teacher's Role in Fostering That Learning

Representations in spatial problem solving in the classroom