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SEO report with information and free domain appraisal for iejme.com. It is a domain hosted in . Its server is hosted on IP 198.12.249.10. The domain is ranked at the number 5796898 as a world ranking of web pages. According to estimated data we have access to potential gains of this site are 10 dollars per month. In annual terms, the domain iejme.com could be earning more than 124 dollars. If someone wanted to buy the domain a good selling price would be 1244 dollars.
These data are estimated and can not be taken as 100 % real. Only give an estimate of profits depending on the subject and the traffic generated by iejme.com . The estimated number of unique visitors accessing iejme.com is 91. Thus the total number of people who visit this page per month would be 2717 people.
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- Total Links: Anchor textTypeLinkSubmit Manuscriptfollowhttps://www.editorialpark.com/iejmefollowhttps://twitter.com/iejmejournalfollowhttps://www.modestum.co.ukHomefollow/Archivefollow/archiveAboutfollow#About usfollow/home/aboutAims and Scopefollow/home/aims-and-scopeIndexing and Abstractingfollow/home/indexingEditorial Boardfollow/home/editorial-boardFor Authorsfollow#Author Guidelinesfollow/home/author-guidelinesEditorial Policyfollow/home/editorial-policyPeer Review Policyfollow/home/peer-review-policyPublication Ethicsfollow/home/publication-ethicsArticle Processing Feefollow/home/apfCopyrightfollow/home/copyrightOnline Submissionfollow/home/online-submissionReviewer Listfollow/home/reviewer-listContactfollow/home/contactfollowjavascript:;followjavascript:;1306-3030followhttps://portal.issn.org/resource/issn/1306-3030https://doi.org/10.29333/iejmefollowhttps://doi.org/10.29333/iejmeCiteScore 2017followhttps://www.scopus.com/sourceid/17700156703#tabs=0SJR 2017followhttps://www.scopus.com/sourceid/17700156703#tabs=0SNIP 2017followhttps://www.scopus.com/sourceid/17700156703#tabs=0The Relationship between Executive Function and the Conservation of Quantity in Early Childhood Cognitive Processes from the Viewpoint of the Prefrontal Cortexfollow/article/the-relationship-between-executive-function-and-the-conservation-of-quantity-in-early-childhood-10940https://doi.org/10.29333/iejme/10940followhttps://doi.org/10.29333/iejme/10940followjavascript:;Full Text (PDF)follow/download/the-relationship-between-executive-function-and-the-conservation-of-quantity-in-early-childhood-10940.pdfABSTRACTfollow/article/the-relationship-between-executive-function-and-the-conservation-of-quantity-in-early-childhood-10940“Books I Used as a Child were Mathematically Incorrect”: Reasons to Use Children’s Shape-Related Books as a Resource to Improve Mathematical Knowledge for Teachingfollow/article/books-i-used-as-a-child-were-mathematically-incorrect-reasons-to-use-childrens-shape-related-books-10941https://doi.org/10.29333/iejme/10941followhttps://doi.org/10.29333/iejme/10941followjavascript:;Full Text (PDF)follow/download/books-i-used-as-a-child-were-mathematically-incorrect-reasons-to-use-childrens-shape-related-books-10941.pdfABSTRACTfollow/article/books-i-used-as-a-child-were-mathematically-incorrect-reasons-to-use-childrens-shape-related-books-10941Teachers’ Adaptions of the Percentage Bar Model for Creating Different Learning Opportunitiesfollow/article/teachers-adaptions-of-the-percentage-bar-model-for-creating-different-learning-opportunities-10942https://doi.org/10.29333/iejme/10942followhttps://doi.org/10.29333/iejme/10942followjavascript:;Full Text (PDF)follow/download/teachers-adaptions-of-the-percentage-bar-model-for-creating-different-learning-opportunities-10942.pdfABSTRACTfollow/article/teachers-adaptions-of-the-percentage-bar-model-for-creating-different-learning-opportunities-10942Learners’ Critical Thinking About Learning Mathematicsfollow/article/learners-critical-thinking-about-learning-mathematics-11003https://doi.org/10.29333/iejme/11003followhttps://doi.org/10.29333/iejme/11003followjavascript:;Full Text (PDF)follow/download/learners-critical-thinking-about-learning-mathematics-11003.pdfABSTRACTfollow/article/learners-critical-thinking-about-learning-mathematics-11003The Analysis of Grade 8 Fractions Errors Displayed by Learners Due to Deficient Mastery of Prerequisite Conceptsfollow/article/the-analysis-of-grade-8-fractions-errors-displayed-by-learners-due-to-deficient-mastery-of-11004https://doi.org/10.29333/iejme/11004followhttps://doi.org/10.29333/iejme/11004followjavascript:;Full Text (PDF)follow/download/the-analysis-of-grade-8-fractions-errors-displayed-by-learners-due-to-deficient-mastery-of-11004.pdfABSTRACTfollow/article/the-analysis-of-grade-8-fractions-errors-displayed-by-learners-due-to-deficient-mastery-of-11004Pedagogical Knowledge for Teaching Mathematics in Montessori Schoolsfollow/article/pedagogical-knowledge-for-teaching-mathematics-in-montessori-schools-11005https://doi.org/10.29333/iejme/11005followhttps://doi.org/10.29333/iejme/11005followjavascript:;Full Text (PDF)follow/download/pedagogical-knowledge-for-teaching-mathematics-in-montessori-schools-11005.pdfABSTRACTfollow/article/pedagogical-knowledge-for-teaching-mathematics-in-montessori-schools-11005Using Dynamic Geometry Software to Enhance Specialized Content Knowledge: Pre-Service Mathematics Teachers’ Perceptionsfollow/article/using-dynamic-geometry-software-to-enhance-specialized-content-knowledge-pre-service-mathematics-11065https://doi.org/10.29333/iejme/11065followhttps://doi.org/10.29333/iejme/11065followjavascript:;Full Text (PDF)follow/download/using-dynamic-geometry-software-to-enhance-specialized-content-knowledge-pre-service-mathematics-11065.pdfABSTRACTfollow/article/using-dynamic-geometry-software-to-enhance-specialized-content-knowledge-pre-service-mathematics-11065Nurturing Problem Posing in Young Children: Using Multiple Representation within Students’ Real-World Interestfollow/article/nurturing-problem-posing-in-young-children-using-multiple-representation-within-students-real-world-11066https://doi.org/10.29333/iejme/11066followhttps://doi.org/10.29333/iejme/11066followjavascript:;Full Text (PDF)follow/download/nurturing-problem-posing-in-young-children-using-multiple-representation-within-students-real-world-11066.pdfABSTRACTfollow/article/nurturing-problem-posing-in-young-children-using-multiple-representation-within-students-real-world-11066Pre-Service Teachers’ Procedural and Conceptual Understanding of Pupils’ Mean Value Knowledge in Grade 6follow/article/pre-service-teachers-procedural-and-conceptual-understanding-of-pupils-mean-value-knowledge-in-grade-11067https://doi.org/10.29333/iejme/11067followhttps://doi.org/10.29333/iejme/11067followjavascript:;Full Text (PDF)follow/download/pre-service-teachers-procedural-and-conceptual-understanding-of-pupils-mean-value-knowledge-in-grade-11067.pdfABSTRACTfollow/article/pre-service-teachers-procedural-and-conceptual-understanding-of-pupils-mean-value-knowledge-in-grade-11067Reconstruction of the Interpretation of Geometric Diagrams of Primary School Children Based on Actions on Various Materials -A Semiotic Perspective on Actionsfollow/article/reconstruction-of-the-interpretation-of-geometric-diagrams-of-primary-school-children-based-on-11068https://doi.org/10.29333/iejme/11068followhttps://doi.org/10.29333/iejme/11068followjavascript:;Full Text (PDF)follow/download/reconstruction-of-the-interpretation-of-geometric-diagrams-of-primary-school-children-based-on-11068.pdfABSTRACTfollow/article/reconstruction-of-the-interpretation-of-geometric-diagrams-of-primary-school-children-based-on-11068Preference for Solution Methods and Mathematical Performance: A Critical Reviewfollow/article/preference-for-solution-methods-and-mathematical-performance-a-critical-review-11089https://doi.org/10.29333/iejme/11089followhttps://doi.org/10.29333/iejme/11089followjavascript:;Full Text (PDF)follow/download/preference-for-solution-methods-and-mathematical-performance-a-critical-review-11089.pdfABSTRACTfollow/article/preference-for-solution-methods-and-mathematical-performance-a-critical-review-11089Dismantling the ‘All-Boys Club’ A Narrative of Contradictions Women Experience in PhD Mathematics Programs: A Freirean Approachfollow/article/dismantling-the-all-boys-club-a-narrative-of-contradictions-women-experience-in-phd-mathematics-11090https://doi.org/10.29333/iejme/11090followhttps://doi.org/10.29333/iejme/11090followjavascript:;Full Text (PDF)follow/download/dismantling-the-all-boys-club-a-narrative-of-contradictions-women-experience-in-phd-mathematics-11090.pdfABSTRACTfollow/article/dismantling-the-all-boys-club-a-narrative-of-contradictions-women-experience-in-phd-mathematics-11090Rethinking Principles of School Mathematics during the COVID-19 Pandemic: A Multiple-Case Study on Higher Education Courses Related to Teaching Mathematicsfollow/article/rethinking-principles-of-school-mathematics-during-the-covid-19-pandemic-a-multiple-case-study-on-11103https://doi.org/10.29333/iejme/11103followhttps://doi.org/10.29333/iejme/11103followjavascript:;Full Text (PDF)follow/download/rethinking-principles-of-school-mathematics-during-the-covid-19-pandemic-a-multiple-case-study-on-11103.pdfABSTRACTfollow/article/rethinking-principles-of-school-mathematics-during-the-covid-19-pandemic-a-multiple-case-study-on-11103Posing Creative Problems: A Study of Elementary Students’ Mathematics Understandingfollow/article/posing-creative-problems-a-study-of-elementary-students-mathematics-understanding-11109https://doi.org/10.29333/iejme/11109followhttps://doi.org/10.29333/iejme/11109followjavascript:;Full Text (PDF)follow/download/posing-creative-problems-a-study-of-elementary-students-mathematics-understanding-11109.pdfABSTRACTfollow/article/posing-creative-problems-a-study-of-elementary-students-mathematics-understanding-11109Didactic Engineering to Teach Leonardo Sequence: A Study on a Complexification Process in a Mathematics Teaching Degree Coursefollow/article/didactic-engineering-to-teach-leonardo-sequence-a-study-on-a-complexification-process-in-a-11196https://doi.org/10.29333/iejme/11196followhttps://doi.org/10.29333/iejme/11196followjavascript:;Full Text (PDF)follow/download/didactic-engineering-to-teach-leonardo-sequence-a-study-on-a-complexification-process-in-a-11196.pdfABSTRACTfollow/article/didactic-engineering-to-teach-leonardo-sequence-a-study-on-a-complexification-process-in-a-11196Development of Concepts of Mathematical Functions: A Quasi-experimental Study of Fourth- and Fifth-Grade Learners in Japanfollow/article/development-of-concepts-of-mathematical-functions-a-quasi-experimental-study-of-fourth-and-11197https://doi.org/10.29333/iejme/11197followhttps://doi.org/10.29333/iejme/11197followjavascript:;Full Text (PDF)follow/download/development-of-concepts-of-mathematical-functions-a-quasi-experimental-study-of-fourth-and-11197.pdfABSTRACTfollow/article/development-of-concepts-of-mathematical-functions-a-quasi-experimental-study-of-fourth-and-11197Differentiating Instruction: Development of a Practice Framework for and with Secondary Mathematics Classroom Teachersfollow/article/differentiating-instruction-development-of-a-practice-framework-for-and-with-secondary-mathematics-11198https://doi.org/10.29333/iejme/11198followhttps://doi.org/10.29333/iejme/11198followjavascript:;Full Text (PDF)follow/download/differentiating-instruction-development-of-a-practice-framework-for-and-with-secondary-mathematics-11198.pdfABSTRACTfollow/article/differentiating-instruction-development-of-a-practice-framework-for-and-with-secondary-mathematics-11198High School Students’ Reasons for disliking Mathematics: The Intersection Between Teacher’s Role and Student’s Emotions, Belief and Self-efficacyfollow/article/high-school-students-reasons-for-disliking-mathematics-the-intersection-between-teachers-role-and-11294https://doi.org/10.29333/iejme/11294followhttps://doi.org/10.29333/iejme/11294followjavascript:;Full Text (PDF)follow/download/high-school-students-reasons-for-disliking-mathematics-the-intersection-between-teachers-role-and-11294.pdfABSTRACTfollow/article/high-school-students-reasons-for-disliking-mathematics-the-intersection-between-teachers-role-and-11294Validation of a Model of Sustainable Place Value Understanding in Turkeyfollow/article/validation-of-a-model-of-sustainable-place-value-understanding-in-turkey-11295https://doi.org/10.29333/iejme/11295followhttps://doi.org/10.29333/iejme/11295followjavascript:;Full Text (PDF)follow/download/validation-of-a-model-of-sustainable-place-value-understanding-in-turkey-11295.pdfABSTRACTfollow/article/validation-of-a-model-of-sustainable-place-value-understanding-in-turkey-11295On the Role of Imagination in the Use of History in Mathematics Educationfollow/article/on-the-role-of-imagination-in-the-use-of-history-in-mathematics-education-11296https://doi.org/10.29333/iejme/11296followhttps://doi.org/10.29333/iejme/11296followjavascript:;Full Text (PDF)follow/download/on-the-role-of-imagination-in-the-use-of-history-in-mathematics-education-11296.pdfABSTRACTfollow/article/on-the-role-of-imagination-in-the-use-of-history-in-mathematics-education-11296Achievement Motivation, Locus of Control and Study Habits as Predictors of Mathematics Achievement of New College Studentsfollow/article/achievement-motivation-locus-of-control-and-study-habits-as-predictors-of-mathematics-achievement-of-11297https://doi.org/10.29333/iejme/11297followhttps://doi.org/10.29333/iejme/11297followjavascript:;Full Text (PDF)follow/download/achievement-motivation-locus-of-control-and-study-habits-as-predictors-of-mathematics-achievement-of-11297.pdfABSTRACTfollow/article/achievement-motivation-locus-of-control-and-study-habits-as-predictors-of-mathematics-achievement-of-11297Who Should Learn Proving and Why: An Examination of Secondary Mathematics Teachers’ Perspectivesfollow/article/who-should-learn-proving-and-why-an-examination-of-secondary-mathematics-teachers-perspectives-11298https://doi.org/10.29333/iejme/11298followhttps://doi.org/10.29333/iejme/11298followjavascript:;Full Text (PDF)follow/download/who-should-learn-proving-and-why-an-examination-of-secondary-mathematics-teachers-perspectives-11298.pdfABSTRACTfollow/article/who-should-learn-proving-and-why-an-examination-of-secondary-mathematics-teachers-perspectives-11298Careful Co-Planning for Effective Team Teaching in Mathematicsfollow/article/careful-co-planning-for-effective-team-teaching-in-mathematics-11299https://doi.org/10.29333/iejme/11299followhttps://doi.org/10.29333/iejme/11299followjavascript:;Full Text (PDF)follow/download/careful-co-planning-for-effective-team-teaching-in-mathematics-11299.pdfABSTRACTfollow/article/careful-co-planning-for-effective-team-teaching-in-mathematics-11299
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International Electronic Journal of Mathematics Education
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