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Empirical positivism, an epistemological obstacle in the learning of calculus. (English)
ZDM, Int. J. Math. Educ. 46, No. 4, 635-646 (2014).
Classification: I24 I25 I34 I35 D24 D25
1
Transitions from live to online teaching. (English)
PRIMUS, Probl. Resour. Issues Math. Undergrad. Stud. 24, No. 1, 1-11 (2014).
Classification: U55 D25
2
University mathematics as a discourse ‒ why, how, and what for? (English)
Res. Math. Educ. 16, No. 2, 199-203 (2014).
Classification: D25
3
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).
Classification: D25 I15
4
Theorising community of practice and community of inquiry in the context of teaching-learning mathematics at university. (English)
Res. Math. Educ. 16, No. 2, 177-181 (2014).
Classification: D25
5
Communities in university mathematics. (English)
Res. Math. Educ. 16, No. 2, 161-176 (2014).
Classification: D25
6
From instrumental to documentational approach: towards a holistic perspective of teachers’ resource systems in higher education. (English)
Res. Math. Educ. 16, No. 2, 156-160 (2014).
Classification: D25
7
Instrumental and documentational approaches: from technology use to documentation systems in university mathematics education. (English)
Res. Math. Educ. 16, No. 2, 139-155 (2014).
Classification: D25 U75 U55
8
Potentialities and limitations of the theory of didactic situations for addressing the teaching and learning of mathematics at university level. (English)
Res. Math. Educ. 16, No. 2, 135-138 (2014).
Classification: D25
9
Didactic situations and didactical engineering in university mathematics: cases from the study of calculus and proof. (English)
Res. Math. Educ. 16, No. 2, 117-134 (2014).
Classification: D25 I15 E55
10
Research on university mathematics education within the anthropological theory of the didactic: methodological principles and open questions. (English)
Res. Math. Educ. 16, No. 2, 112-116 (2014).
Classification: D25
11
An institutional approach to university mathematics education: from dual vector spaces to questioning the world. (English)
Res. Math. Educ. 16, No. 2, 95-111 (2014).
Classification: D25 H65 I15
12
Institutional, sociocultural and discursive approaches to research in university mathematics education. (English)
Res. Math. Educ. 16, No. 2, 91-94 (2014).
Classification: A60 D25
13
Identifying discursive entry points in paired-novice discourse as a first step in penetrating the paradox of learning mathematical proof. (English)
J. Math. Behav. 34, 99-113 (2014).
Classification: E55 D25 C75
14
Creating a culture of inquiry in mathematics programs. (English)
PRIMUS, Probl. Resour. Issues Math. Undergrad. Stud. 23, No. 9, 837-859 (2013).
Classification: D35 D45 D25
15
Interdisciplinary study and research courses in microeconomics. (Recorridos de estudio e investigación co-disciplinares a la microeconomía.) (Spanish. English summary)
Números 82, 17-35, electronic only (2013).
Classification: D34 D35 M44 M45 D44 D45 D24 D25
16
Talking statistics/talking ourselves: some constructionist lessons from the work of the psychologist George Kelly. (English)
Technol. Knowl. Learn. 18, No. 3, 181-199 (2013).
Classification: K45 U75 D25
17
Epistemic views of the relationship between physics and mathematics: its influence on the approach of undergraduate students to problem solving. (English)
Sci. Educ. (Dordrecht) 22, No. 6, 1405-1421 (2013).
Classification: M55 D55 D25 A30
18
Some thoughts on innovative university mathematics teaching. (Reflexiones sobre la innovación docente universitaria en matemáticas.) (Spanish. English summary)
Uno 19, No. 63, 9-14 (2013).
Classification: B40 D45 D35 D25
19
Vectors, change of basis and matrix representation: onto-semiotic approach in the analysis of creating meaning. (English)
Int. J. Math. Educ. Sci. Technol. 43, No. 1, 11-32 (2012).
Classification: H65 E45 C35 D25 D45
20
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