Reality ‒ theoretical models ‒ mathematics: a ternary perspective on physics lessons in upper-secondary school. (English)

Sci. Educ. (Dordrecht) 24, No. 5-6, 615-644 (2015).

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The meaning of mathematics instruction in multilingual classrooms: analyzing the importance of responsibility for learning. (English)

Educ. Stud. Math. 81, No. 1, 103-125 (2012).

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Instructional responsibility in mathematics education: modelling classroom teaching using Swedish data. (English)

Educ. Stud. Math. 75, No. 2, 171-189 (2010).

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Examining prospective teachers’ reasoning of functions: a feedback perspective. (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). 175-183 (2009).

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Preservice teachers’ view on $y=x+5$ and $y= πx^2$ expressed through the utilization of concept maps: A study of the concept of function. (English)

Chick, H. L. (ed.) et al., Proceedings of the 29th annual conference of the International Group for the Psychology of Mathematics Education, PME 29, Melbourne, Australia, July 10‒15, 2005. Vol 1-4. Melbourne: University of Melbourne, Dep. of Science and Mathematics Education. Part III, 97-104 (2005).

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Preservice teachers’ conceptions about Y=X+5: Do they see a function? (English)

Pateman, Neil A. et al., Proceedings of the 27th Conference of the International Group for the Psychology of Mathematics Education held jointly with the 25th Conference of PME-NA. Vol. 3. ,. 25-32 (2003).

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ICT policies - University leaders versus politicians. Presence and impact on 49 Swedish institutions for higher education. (English)

Online Educa Berlin - 8th International Conference on Technology Supported Learning and Training. ,. 67-71 (2002).

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How did they count in former days. (Hur man räknade förr.) (Swedish)

Nämnaren 22, No. 2, 34-37 (1995).

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