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The interplay between language, gestures, dragging and diagrams in bilingual learners’ mathematical communications. (English)
Educ. Stud. Math. 91, No. 3, 307-326 (2016).
Classification: C54 U74 I24
1
The graphing calculator in the promotion of mathematical writing. (A calculadora gráfica na promoção da escrita matemática.) (Portuguese. English summary)
Amado, Nélia (ed.) et al., Proceedings of the 12th international conference on technology in mathematics teaching, ICTMT 12. Faro: University of Algarve (ISBN 978-989-8472-68-7). 624-632 (2015).
Classification: U74 C54
2
Teaching language skills which are essential for mathematical activities. (Enseigner les compétences langagières indispensables à l’activité mathématique.) (French)
Repères IREM 90, 49-64 (2013).
Classification: C53 C54 C63 C64
3
Perceiving calculus ideas in a dynamic and multi-semiotic environment ‒ the case of the antiderivative. (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). 1616-1625 (2013).
Classification: I54 U74 C54
4
Meanings of the concept of finite limit of a function at a point: background and results. (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). 1477-1486 (2013).
Classification: I24 C54 E44
5
Deaf students and mathematics learning: promoting inclusion and participation. (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). 1666-1675 (2013).
Classification: C64 C44 C54
6
Choice of notation in the process of abstraction. (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). 1526-1535 (2013).
Classification: C54 H44 G44 E44
7
When language of instruction and language of application differ: cognitive costs of bilingual mathematics learning. (English)
Learn. Instr. 26, 36-44 (2013).
Classification: C54 F34
8
Mathematics multimodally. A linguistic study of communicative practices in higher education. (Mathematik multimodal. Eine sprachwissenschaftliche Untersuchung kommunikativer Verfahren im Hochschulunterricht.) (German)
Internationale Hochschulschriften 588. Münster: Waxmann; Zürich: Univ. Zürich, Philosophische Fakultät (Diss. 2012) (ISBN 978-3-8309-2815-7/pbk; 978-3-8309-7815-2/ebook). 347~p. (2013).
Classification: C55 C54 C75 C74 Reviewer: Florian Schacht (Dortmund)
9
Exploring the relationship between mathematical modelling and classroom discourse. (English)
Stillman, Gloria Ann (ed.) et al., Teaching mathematical modelling. Connecting to research and practice. Dordrecht: Springer (ISBN 978-94-007-6539-9/hbk; 978-94-007-6540-5/ebook). International Perspectives on the Teaching and Learning of Mathematical Modelling, 349-360 (2013).
Classification: M54 C74 C54
10
A modeling perspective on interpreting rates of change in context. (English)
Math. Think. Learn. 15, No. 4, 314-336 (2013).
Classification: M55 M54 I25 I24 D75 D74 C55 C54
11
How is mathematical language used in the classroom? (English)
Math. Sch. (Leicester) 42, No. 1, 30-34 (2013).
Classification: E44 C54
12
Gendered styles of linguistic peer interaction and equity of participation in a small group investigating mathematics. (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). 150-155 (2012).
Classification: C64 C54
13
Mathematical correspondence: from a data collecting device to a pedagogical device. (La correspondance mathématique: d’un dispositif de recueil de données à un dispositif pédagogique.) (French)
Repères IREM 87, 41-58 (2012).
Classification: D54 D44 C54
14
Students’ quality of mathematical discussion and their self-determination in mathematics. (English)
Investig. Math. Learn. 4, No. 3, 15-31 (2012).
Classification: C74 C54 C24 C34
15
Discussing curves and fostering reading comprehension. (Kurven diskutieren und Lesen fördern.) (German)
PM Prax. Math. Sch. 54, No. 46, 40-44 (2012).
Classification: I44 D54 C54
16
Reading and writing in the construction of mathematical knowledge in the high school. (O ler e o escrever na construção do conhecimento matemático no ensino médio.) (Portuguese. English summary)
Bolema 26, No. 42B, 513-534 (2012).
Classification: C54 C74 A30
17
Students’ images of problem contexts when solving applied problems. (English)
J. Math. Behav. 31, No. 1, 48-59 (2012).
Classification: D54 D55 C54 C55
18
Two sessions of mathematics in a foreign language. (Deux seances de mathématiques en langue etrangere.) (French)
Repères IREM, No. 85, 93-99 (2011).
Classification: C54
19
“The point of inflection is the maximal turning point.” curve sketching oriented by individual conceptions. (“Der Wendepunkt der Kurve ist der Hochpunkt.” Kurvendiskussion an individuellen Vorstellungen orientiert.) (German)
PM Prax. Math. Sch. 53, No. 40, 25-30 (2011).
Classification: I44 I24 C54 C34
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