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Result 1 to 12 of 12 total

What would the mathematics curriculum look like if values were the focus? (English)
Learn. Math. 36, No. 1, 14-20 (2016).
Classification: D30 B70
1
“I am [not always] a maths hater”: shifting students’ identity narratives in context. (English)
Educ. Stud. Math. 90, No. 2, 143-161 (2015).
Classification: C24
2
Exploring positioning as an analytical tool for understanding becoming mathematics teachers’ identities. (English)
Math. Educ. Res. J. 27, No. 1, 65-82 (2015).
Classification: C29 D20
3
Valuing diversity in mathematics pedagogy through the volitional nature and alignment of values. (English)
Bishop, Alan (ed.) et al., Diversity in mathematics education. Towards inclusive practices. Cham: Springer (ISBN 978-3-319-05977-8/hbk; 978-3-319-05978-5/ebook). Mathematics Education Library, 167-183 (2015).
Classification: C60 C29
4
Immigrant mathematics teacher students’ subject positioning. (English)
Lindmeier, Anke M. (ed.) et al., Proceedings of the 37th conference of the International Group for the Psychology of Mathematics Education “Mathematics learning across the life span", PME 37, Kiel, Germany, July 28‒August 2, 2013. Vol. 4. Kiel: IPN‒Leibniz Institute for Science and Mathematics Education at the University of Kiel (ISBN 978-3-89088-290-1). 233-240 (2013).
Classification: C60 C20 C50
5
Measuring immeasurable values. (English)
Lindmeier, Anke M. (ed.) et al., Proceedings of the 37th conference of the International Group for the Psychology of Mathematics Education “Mathematics learning across the life span", PME 37, Kiel, Germany, July 28‒August 2, 2013. Vol. 2. Kiel: IPN‒Leibniz Institute for Science and Mathematics Education at the University of Kiel (ISBN 978-3-89088-288-8). 17-24 (2013).
Classification: C20 C30
6
Valuing mathematics education contexts. (English)
Tso, Tai-Yih (ed.), Proceedings of the 36th conference of the International Group for the Psychology of Mathematics Education “Opportunities to learn in mathematics education", PME 36, Taipei, Taiwan, July 18‒22, 2012, Vol. 2. Taipei: National Taiwan Normal University. 35-42 (2012).
Classification: C30 C20
7
A philosophical perspective on contextualisations in mathematics education. (English)
Skovsmose, Ole (ed.) et al., Opening the cage. Critique and politics of mathematics education. Rotterdam: Sense Publishers (ISBN 978-94-6091-806-3/pbk; 978-94-6091-807-0/hbk; 978-94-6091-808-7/ebook). New Directions in Mathematics and Science Education 23, 309-324 (2012).
Classification: D24 E44
8
A "curling teacher" in mathematics education: teacher identities and pedagogy development. (English)
Math. Educ. Res. J. 23, No. 4, 437-454 (2011).
Classification: B50 C79
9
Can a critical pedagogy in mathematics lead to achievement, engagement and social empowerment? A case study of non-specialist students in Swedish upper secondary school: critical mathematics education and sociomathematics as a pedagogy. (English)
Philos. Math. Educ. J. 25, Special Issue: Critical Mathematics Education, 25 p., electronic only (2010).
Classification: A40 D30 D80
10
Ethnomathematics: a way to achieve goals in mathematics education? (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). 371-372 (2009).
Classification: C60 D30 D40
11
What’s the problem? Meaning making and learning to do mathematical word problems in the context of digital tools. (English)
Instr. Sci. 37, No. 4, 325-343 (2009).
Classification: D33 D34 C73 C74 U53 U54
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