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Result 1 to 20 of 57 total

Investigating changes in high-stakes mathematics examinations: a discursive approach. (English)
Res. Math. Educ. 18, No. 2, 92-119 (2016).
Classification: D60 D30
1
Studying the evolution of school mathematics as a change in discourse. (English)
Res. Math. Educ. 18, No. 2, 89-91 (2016).
Classification: A60 D60 D30 B70 B20
2
Researcher as activist: a conversation. (English)
Phakeng, Mamokgethi (ed.) et al., Mathematics education in a context of inequity, poverty and language diversity. Giving direction and advancing the field. Cham: Springer (ISBN 978-3-319-38823-6/hbk; 978-3-319-38824-3/ebook). 75-87 (2016).
Classification: A30 B40
3
Reflections on mathematical literacy. (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, 157-174 (2014).
Classification: D20 C30
4
University mathematics as a discourse ‒ why, how, and what for? (English)
Res. Math. Educ. 16, No. 2, 199-203 (2014).
Classification: D25
5
Doing the same mathematics? Exploring changes over time in students’ participation in mathematical discourse through responses to GCSE questions. (English)
Smith, C. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 32, No. 3. Proceedings of the day conference, University of Cambridge, UK, June 17, 2012. London: British Society for Research into Learning Mathematics (BSRLM). 138-143 (2012).
Classification: D30 D50 D60 A30
6
Why mathematics? What mathematics? (English)
Math. Educ. (Athens) 22, No. 1, 3-16 (2012).
Classification: D30 B20 A40
7
Spontaneous meta-arithmetics as the first step toward school algebra. (English. Spanish summary)
PNA 6, No. 2, 61-71 (2012).
Classification: C33 H23 D23
8
Grammatical structure and mathematical activity: comparing examination questions. (English)
Smith, C. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol.31, No. 3. Proceedings of the day conference, Oxford, UK, November 2011. London: British Society for Research into Learning Mathematics (BSRLM). 113-118 (2011).
Classification: D50
9
A journey in mathematics education research. Insights from the work of Paul Cobb. (English)
Mathematics Education Library 48. Berlin: Springer (ISBN 978-90-481-9728-6/hbk; 978-90-481-9729-3/ebook). xxiv, 246~p. (2010).
Classification: D10 D20
10
What’s all the fuss about gestures? A commentary. (English)
Educ. Stud. Math. 70, No. 2, 191-200 (2009).
Classification: C30 C50 D20
11
Thinking as communicating. Human development, the growth of discourses, and mathematizing. (English)
Learning in doing: social, cognitive and computational perspectives. Cambridge: Cambridge University Press (ISBN 978-0-52186737-5 /hbk). 352~p. (2008).
Classification: D20 E20 C30 C50
12
When the rules of discourse change, but nobody tells you: making sense of mathematics learning from a commognitive standpoint. (English)
J. Learn. Sci. 16, No. 4, 565-613 (2007).
Classification: C30 C70 D40
13
Why cannot children see as the same what grown-ups cannot see as different? ‒ Early numerical thinking revisited. (English)
Cogn. Instr. 23, No. 2, 237-309 (2005).
Classification: C31 F21
14
Students’ colloquial and mathematical discourses on infinity and limit. (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, 201-208 (2005).
Classification: E40 C30 C60 C50 A60
15
Identity that makes a difference: substantial learning as closing the gap between actual and designated identities. (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 I, 37-52 (2005).
Classification: C60 C30 A60
16
Doing wrong with words: What bars students’ access to arithmetical discourses. (English)
J. Res. Math. Educ. 36, No. 3, 176-247 (2005).
Classification: F36 D76
17
What could be more practical than good research? On mutual relations between research and practice of mathematics education. (English)
Educ. Stud. Math. 58, No. 3, 393-413 (2005).
Classification: D20
18
There is more to discourse than meets the ears. Looking at thinking as communicating to learn about mathematical learning. (English)
Bergsten, Christer (ed.) et al., Challenges in mathematics education. Proceedings of MADIF3, The 3rd Swedish mathematics education research seminar, Norrköping, Sweden, January 23‒25, 2002. Linköping: Svensk Förening för MatematikDidaktisk Forskning (ISBN 91-973934-0-X). Skrifter vrån Svensk Förening för Matematikdidaktisk Forskning (SMDF) 2, 34-49 (2003).
Classification: D40 C30 C50
19
Balancing the unbalanceable: The NCTM standards in light of theories of learning mathematics. (English)
Kilpatrick, Jeremy et al., A research companion to the principles and standards for school mathematics. National Council of Teachers of Mathematics, Reston, VA (ISBN 0-87353-537-5). 353-392 (2003).
Classification: D20 C30 D30
20
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