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Result 1 to 20 of 62 total

Survey team on: conceptualisation of the role of competencies, knowing and knowledge in mathematics education research. (English)
ZDM, Math. Educ. 48, No. 5, 611-632 (2016).
Classification: C30 C40
1
Language diversity in mathematics teacher education: challenges across three countries. (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, 103-119 (2016).
Classification: C50 D39
2
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
3
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
4
Tracing the socio-cultural-political axis in understanding mathematics education. (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). 447-479 (2016).
Classification: C60 D20
5
Mathematics education and best practices. Nursery, primary, secondary and higher education. (Educación matemática y buenas prácticas. Infantil, primaria, secundaria y educación superior.) 2nd ed. (Spanish)
Biblioteca de Aula 257. Didáctica de las Matemáticas. Barcelona: Editorial Graó (ISBN 978-84-7827-695-0/pbk). 272~p. (2014).
Classification: A60 D10
6
Validating in the mathematics classroom. (English)
Oesterle, Susan (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. 3. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-363-0/v.3). 169-176 (2014).
Classification: M10 D50 D30
7
The teaching activity and the generation of mathematical learning opportunities. (English)
Oesterle, Susan (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. 3. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-363-0/v.3). 73-80 (2014).
Classification: D40 C70 D30
8
On the process of gaining language as a resource in mathematics education. (English)
ZDM, Int. J. Math. Educ. 46, No. 6, 883-893 (2014).
Classification: C50 C60 A40
9
One speaker, two languages: learning opportunities in the mathematics classroom. (English)
Educ. Stud. Math. 87, No. 1, 51-66 (2014).
Classification: C50
10
The productive role of interaction: students’ algebraic thinking in large group work. (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). 1546-1555 (2013).
Classification: C73 C53 D43
11
Design and validation of a tool for the analysis of whole group discussions in the mathematics classroom. (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). 1506-1515 (2013).
Classification: C70 C50
12
Sociomathematical norms: in search of the normative aspects of mathematical discussions. (English)
Eur. Math. Soc. Newsl. 88, 59-61 (2013).
Classification: D20 C60 C20
14
Language-as-resource and language-as-political: tensions in the bilingual mathematics classroom. (English)
Math. Educ. Res. J. 25, No. 3, 361-378 (2013).
Classification: C50 C30 C60
15
The role of context in the identification of mathematical argumentations by a group of teachers. (El papel del contexto en la identificación de argumentaciones matemáticas por un grupo de profesores.) (Spanish. English summary)
PNA 7, No. 4, 155-170 (2013).
Classification: E59 C79
16
Solid findings in mathematics education on teacher knowledge: it is necessary that teachers are mathematically proficient, but is it sufficient? (English)
Eur. Math. Soc. Newsl. 83, 46-50 (2012).
Classification: B50
17
Mathematics education across two language contexts: a political perspective. (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, 167-186 (2012).
Classification: C50 C60 A40
18
Whose language is it? Reflections on mathematics education and language diversity from two contexts. (English)
Mukhopadhyay, Swapna (ed.) et al., Alternative forms of knowing (in) mathematics. Celebrations of diversity of mathematical practices. Rotterdam: Sense Publishers (ISBN 978-94-6091-919-0/pbk; 978-94-6091-920-6/hbk; 978-94-6091-921-3/ebook). New Directions in Mathematics and Science Education 24, 71-89 (2012).
Classification: C50 C60
19
Towards a collection of solid results in the area of mathematics education. (Hacia la recopilación de resultados sólidos en el área de educación matemática.) (Spanish)
Planas, Núria (ed.), Teoría, crítica y prática de la educación matemática. Barcelona: Graó (ISBN 978-84-9980-448-4/pbk). Crítica y Fundamentos 41, 9-24 (2012).
Classification: D20
20
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