Result **1** to **20** of **62** total

Where form and substance meet: using the narrative approach of re-storying to generate research findings and community rapprochement in (university) mathematics education. (English)

Educ. Stud. Math. 92, No. 3, 361-377 (2016).

1

Developmental, sociocultural, semiotic, and affect approaches to the study of concepts and conceptual development. (English)

Gutiérrez, Ángel (ed.) et al., The second handbook of research on the psychology of mathematics education. The journey continues. Rotterdam: Sense Publishers (ISBN 978-94-6300-560-9/hbk; 978-94-6300-559-3/pbk; 978-94-6300-561-6/ebook). 187-233 (2016).

2

The CAPTeaM project (Challenging Ableist Perspectives on the Teaching of Mathematics): a preliminary report. (English)

Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 35, No. 2. Proceedings of the day conference, Durham University, UK, June 6, 2015. London: British Society for Research into Learning Mathematics (BSRLM). 52-57 (2015).

3

Balancing classroom management with mathematical learning: using practice-based task design in mathematics teacher education. (English)

Math. Teach. Educ. Dev. 17, No. 2, 182-198 (2015).

4

“Not like a big gap, something we could handle”: facilitating shifts in paradigm in the supervision of mathematics graduates upon entry into mathematics education. (English)

Int. J. Res. Undergrad. Math. Educ. 1, No. 1, 135-156 (2015).

5

Key mathematical concepts in the transition from secondary school to university. (English)

Cho, Sung Je (ed.), The proceedings of the 12th international congress on mathematics education. Intellectual and attitudinal challenges, COEX, Seoul, Korea, July 8‒15, 2012. Cham: Springer (ISBN 978-3-319-10685-4/pbk; 978-3-319-12688-3/ebook). 265-284 (2015).

6

Transforming trainee’s aspirational thinking into solid practice. (English)

Math. Teach. (Derby) 246, 36-40 (2015).

7

What makes a claim an acceptable mathematical argument in the secondary classroom? A preliminary analysis of teachers’ warrants in the context of an algebra task. (English)

Pope, Sue (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Proceedings of the British congress of mathematics education, BCME-8, University of Nottingham, UK, April 14‒17, 2014. London: British Society for Research into Learning Mathematics (BSRLM). 247-254 (2014).

8

What are prospective teachers’ considerations regarding their intended practice when management interferes with mathematical learning? (English)

Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 34, No. 2. Proceedings of the day conference, University of Southampton, UK, June 14, 2014. London: British Society for Research into Learning Mathematics (BSRLM). 13-18 (2014).

9

Looking for Goldin: can adopting student engagement structures reveal engagement structures for teachers? The case of Adam. (English)

Liljedahl, Peter (ed.) et al., Proceedings of the 38th conference of the International Group for the Psychology of Mathematics Education “Mathematics education at the edge", PME 38 held jointly with the 36th conference of PME-NA, Vancouver, Canada, July 15‒20, 2014, Vol. 4. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-364-7/v.4). 49-56 (2014).

10

Reflections on visualization in mathematics and in mathematics education. (English)

Fried, Michael N. (ed.) et al., Mathematics and mathematics education. Searching for common ground. Dordrecht: Springer (ISBN 978-94-007-7472-8/hbk; 978-94-007-7473-5/ebook). Advances in Mathematics Education, 193-220 (2014).

11

Commognitive analyses of the learning and teaching of mathematics at university level: the case of discursive shifts in the study of calculus. (English)

Res. Math. Educ. 16, No. 2, 182-198 (2014).

12

Institutional, sociocultural and discursive approaches to research in university mathematics education. (English)

Res. Math. Educ. 16, No. 2, 91-94 (2014).

13

Shifts in language, culture and paradigm: the supervision and teaching of graduate students in mathematics education. (English)

Ubuz, Behiye (ed.) et al., CERME 8. Proceedings of the eigth congress of the European Society of Research in Mathematics Education, Antalya, Turkey, February 6‒10, 2013. Ankara: Middle East Technical University (ISBN 978-975-429-315-9). 2396-2405 (2013).

14

Using multi-stage tasks in mathematics education: raising awareness, revealing intended practice. (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). 417-424 (2013).

15

Theories in mathematics education: some developments and ways forward. (English)

Clements, M. A. (ed.) et al., Third international handbook of mathematics education. Berlin: Springer (ISBN 978-1-4614-4683-5/hbk; 978-1-4614-4684-2/ebook). Springer International Handbooks of Education 27, 303-325 (2013).

16

CERME7 working group 14: university mathematics education. (English)

Res. Math. Educ. 14, No. 2, 209-210 (2012).

17

European research in mathematics education: a ‘spirit’ of inclusion and scientific quality. (English)

Res. Math. Educ. 14, No. 2, 107-108 (2012).

18

Forms of proof and proving in the classroom. (English)

Hanna, Gila (ed.) et al., Proof and proving in mathematics education. The 19th ICMI study. Berlin: Springer (ISBN 978-94-007-2128-9/hbk; 978-94-007-2129-6/ebook). New ICMI Study Series 15, 191-213 (2012).

19

‘Warrant’ revisited: integrating mathematics teachers’ pedagogical and epistemological considerations into Toulmin’s model for argumentation. (English)

Educ. Stud. Math. 79, No. 2, 157-173 (2012).

20

Result **1** to **20** of **62** total