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Result 1 to 20 of 33 total

Student agency and counter-narratives in diverse multilingual mathematics classrooms: challenging deficit perspectives. (English)
Barwell, Richard (ed.) et al., Mathematics education and language diversity. The 21st ICMI study. Cham: Springer (ISBN 978-3-319-14510-5/hbk; 978-3-319-14511-2/ebook). New ICMI Study Series, 163-173 (2016).
Classification: C50 D40 C30
1
Introduction: an ICMI study on language diversity in mathematics education. (English)
Barwell, Richard (ed.) et al., Mathematics education and language diversity. The 21st ICMI study. Cham: Springer (ISBN 978-3-319-14510-5/hbk; 978-3-319-14511-2/ebook). New ICMI Study Series, 1-22 (2016).
Classification: C50 C60 D20 B10 A40
2
Mathematics education and language diversity. The 21st ICMI study. (English)
New ICMI Study Series. Cham: Springer (ISBN 978-3-319-14510-5/hbk; 978-3-319-14511-2/ebook). xv, 321~p. (2016).
Classification: A60 C50 C60
3
Scaffolding student participation in mathematical practices. (English)
ZDM, Math. Educ. 47, No. 7, 1067-1078 (2015).
Classification: D40 C70 C60
4
Academic literacy in mathematics for English learners. (English)
J. Math. Behav. 40, Part A, 43-62 (2015).
Classification: C50 C30 D30 D40
5
Positioning oneself in mathematics education research. (English)
J. Res. Math. Educ. 44, No. 1, 11-22 (2013).
Classification: D20 C60
6
Mathematics education and language diversity: a dialogue across settings. (English)
J. Res. Math. Educ. 44, No. 1, 119-128 (2013).
Classification: C50 C60
8
Issues regarding the concept of mathematical practices. (English)
Li, Yeping (ed.) et al., Proficiency and beliefs in learning and teaching mathematics. Learning from Alan Schoenfeld and Günter Törner. Rotterdam: Sense Publishers (ISBN 978-94-6209-298-3/hbk; 978-94-6209-297-6/pbk). Mathematics Teaching and Learning 1, 257-275 (2013).
Classification: D20 C70
9
Proficiency and beliefs in learning and teaching mathematics. Learning from Alan Schoenfeld and Günter Törner. (English)
Mathematics Teaching and Learning 1. Rotterdam: Sense Publishers (ISBN 978-94-6209-298-3/hbk; 978-94-6209-297-6/pbk; 978-94-6209-299-0/ebook). viii, 317~p. (2013).
Classification: A60 D10 A30
10
Mathematics teaching practices with technology that support conceptual understanding for Latino/a students. (English)
J. Math. Behav. 31, No. 4, 431-446 (2012).
Classification: C70 C60 B50 M50 D70
11
How equity concerns lead to attention to mathematical discourse. (English)
Herbel-Eisenmann, Beth (ed.) et al., Equity in discourse for mathematics education. Theories, practices, and policies. Based on a conference, Rochester, NY, USA, May 2008. Dordrecht: Springer (ISBN 978-94-007-2812-7/hbk; 978-94-007-2813-4/ebook). Mathematics Education Library 55, 89-105 (2012).
Classification: C60 C70 D40
12
Ecological approaches to transnational research on mathematical reasoning. A focus on Latino/a mathematics learners in the borderlandes. (English)
Kitchen, Richard S. (ed.) et al., Transnational and borderland studies in mathematics education. London: Routledge (ISBN 978-0-415-88052-7/hbk; 978-0-203-84095-5/ebook). Studies in Mathematical Thinking and Learning Series, 1-22 (2011).
Classification: D20 C60 C50
13
Latinos/as and mathematics education. Research on learning and teaching in classroom and communities. (English)
Charlotte, NC: Information Age Publishing (IAP) (ISBN 978-1-61735-420-5/pbk; 978-1-61735-421-2/hbk). (2011).
Classification: C60 D30 C70
14
Language and mathematics education. Multiple perspectives and directions for research. (English)
Research in Mathematics Education. Charlotte, NC: Information Age Publishing (IAP) (ISBN 978-1-61735-160-0/hbk; 978-1-61735-159-4/pbk; 978-1-61735-161-7/ebook). xvi, 180~p. (2010).
Classification: A60 C50 D20
15
The social organization of a middle school mathematics group discussion. (English)
Lesh, Richard (ed.) et al., Modeling students’ mathematical modeling competencies. ICTMA 13. Proceedings of the 13th international conference on the teaching of mathematical modelling and applications, July 22‒26, 2007. London: Springer (ISBN 978-1-4419-0560-4/hbk; 978-1-4419-0561-1/ebook). 373-383 (2010).
Classification: C53
16
"I went by twos, he went by one": Multiple interpretations of inscriptions as resources for mathematical discussions. (English)
J. Learn. Sci. 17, No. 4, 551-587 (2008).
Classification: C30 E40
17
Examining mathematical discourse practices. (English)
Learn. Math. 27, No. 1, 24-30 (2007).
Classification: C50 D40 E40
18
Using two languages when learning mathematics. (English)
Educ. Stud. Math. 64, No. 2, 121-144 (2007).
Classification: C50
19
Appropriating mathematical practices: A case study of learning to use and explore functions through interaction with a tutor. (English)
Educ. Stud. Math. 55, No. 1-3, 49-80 (2004).
Classification: I23 C73
20
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Result 1 to 20 of 33 total

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