History


Help on query formulation
first | previous | 1 21 | next | last

Result 21 to 27 of 27 total

The teacher as director of the study process: Analysis of spontaneous didactic organisation. (El profesor como director de procesos de estudio: análisis de organizaciones didácticas espontáneas.) (Spanish)
Rech. Didact. Math. 23, No. 1, 79-136 (2003).
Classification: C70
21
Quantities in lower secondary mathematics. Part 2: Mathematizations. (Les grandeurs en mathématiques au collège. Partie 2: Mathématisations.) (French)
Petit X, No. 59, 43-76 (2002).
Classification: F73
22
Didactic transposition of mathematical structures in the algebraization process: The case of proportionality. (La transposición didáctica de organizaciones matemáticas en proceso de algebrización: El caso de la proporcionalidad.) (Spanish)
Rech. Didact. Math. 21, No. 3, 247-304 (2001).
Classification: F83
23
Quantities in middle schools. Pt. 1. (Les grandeurs en mathématiques au collège. Pt. 1. Une Atlantide oubliée.) (French)
Petit X, No. 55, 5-32 (2000-01).
Classification: F73
24
The role of algebraization in the study of a mathematical organization. (English)
Schwank, Inge, European research in mathematics education I.II. Vol. 2. , (ISBN 3-925386-54-8). 138-148 (1999).
Classification: C30
25
The role of algebraization in the study of a mathematical organization. (English)
Schwank, Inge, European research in mathematics education. Vol. 2. ,. 135-145 (1999).
Classification: H10
26
The sensibility of the mathematical activity to what can be perceived. (La sensibilité de l’activité mathématique aux ostensifs. Objet d’étude et problématique.) (French)
Rech. Didact. Math. 19, No. 1, 77-124 (1999).
Classification: D20
27
first | previous | 1 21 | next | last

Result 21 to 27 of 27 total

Valid XHTML 1.0 Transitional Valid CSS!