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Inquiry ‒ without posing questions? (English)
Math. Enthus. 9, No. 3, 253-270 (2012).
Classification: C70 D40
1
Learning mathematics in a borderland position: students’ foregrounds and intentionality in a Brazilian favela. (A aprendizagem matemática em uma posição de fronteira: foregrounds e intencionalidade de estudantes de uma favela Brasileira.) (Portuguese. English summary)
Bolema 26, No. 42A, 231-260 (2012).
Classification: A40 C60
2
Critical mathematics education: past, present and future. Festschrift for Ole Skovsmose. (English)
Rotterdam: Sense Publishers (ISBN 978-94-6091-162-0/pbk; 978-94-6091-163-7/hbk; 978-94-6091-164-4/ebook). viii, 224~p. (2010).
Classification: A60 D10
3
Critical dialogue in mathematics education. (English)
Alrø, Helle (ed.) et al., Critical mathematics education: past, present and future. Festschrift for Ole Skovsmose. Rotterdam: Sense Publishers (ISBN 978-94-6091-162-0/pbk; 978-94-6091-163-7/hbk; 978-94-6091-164-4/ebook). 11-21 (2010).
Classification: D20
4
Inter-viewing critical mathematics education. (English)
Alrø, Helle (ed.) et al., Critical mathematics education: past, present and future. Festschrift for Ole Skovsmose. Rotterdam: Sense Publishers (ISBN 978-94-6091-162-0/pbk; 978-94-6091-163-7/hbk; 978-94-6091-164-4/ebook). 1-9 (2010).
Classification: D20
5
Researching multicultural mathematics classroom through the lens of landscapes of learning. (English)
Winsløw, Carl (ed.), Nordic research in mathematics education. Proceedings from NORMA08 in Copenhagen, Denmark, April 21‒25, 2008. Rotterdam: Sense Publishers (ISBN 978-90-8790-781-5/pbk; 978-90-8790-782-2/hbk; 978-90-8790-783-9/ebook). 329-336 (2009).
Classification: C63 C73
6
“Before dividing we have to add": inter-viewing the foregrounds of indigenous students. (“Antes de dividir temos que somar": ‘entre-vistando’ foregrounds de estudantes indígenas.) (Portuguese. English summary)
Bolema 22, No. 34, 237-262 (2009).
Classification: C60 C30
7
Learning mathematics in a borderland position: students’ foregrounds and intentionality in a Brazilian favela. (English)
J. Urban Math. Educ. 1, No. 1, 35-59 (2008).
Classification: C60
8
School mathematical discourse in a learning landscape: Understanding mathematics education in multicultural settings. (English. Danish summary)
Nord. Mat.didakt. 13, No. 4, 69-94 (2008).
Classification: C60 C50 D70
9
\lq\lq Before you divide, you have to add”. Interviewing Indian students’ foregrounds. (Spanish. English summary)
RLE, Rev. Latinoam. Etnomat. 1, No. 2, 111-136 (2008).
Classification: A30 A40 D30 C60
10
“Before you divide, you have to add” inter-viewing Indian students’ foregrounds. (English)
International perspectives on social justice in mathematics education. Missoula, MT: University of Montana Press. 151-168 (2007).
Classification: D30 A40 C60
11
Dialogic learning in collaborative investigation. (English)
Nord. Mat.didakt. 9, No. 2, 39-62 (2004).
Classification: C70 C50
12
Dialogue and learning in mathematics education. Intention, reflection, critique. (English)
Mathematics Education Library 29. Dordrecht: Kluwer (ISBN 1-4020-0998-4/hbk; 978-1-4020-1927-2/pbk; 978-0-306-48016-4/ebook). 292 p. (2002).
Classification: C70 C50
13
Mathematics teaching in a risk society. (Farlige små tal - almendannelse i et risikosamfund.) (Danish)
Nord. Mat.didakt. 8, No. 4, 27-52 (2000).
Classification: D30
14
That was not the intention! Communication in mathematics education. (English)
Learn. Math. 18, No. 2, 42-51 (1998).
Classification: C50 C70
15
Students’ Good Reasons. (English)
Learn. Math. 16, No. 3, 31-38 (1996).
Classification: C60
16
On the Right Track. (English)
Learn. Math. 16, No. 1, 2-8,22 (1996).
Classification: D20
17
You ask too little of yourself. (I forlanger for lidt af jer selv.) (Norwegian)
Nord. Mat.didakt. 3, No. 2, 7-27 (1995).
Classification: C50
18
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