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Result 1 to 9 of 9 total

Rethinking the tertiary mathematics curriculum. (English)
Camb. J. Educ. 35, No. 1, 89-106 (2005).
Classification: D35
1
Can scientific research answer the ‘what‘ question of mathematics education? (English)
Camb. J. Educ. 35, No. 1, 35-53 (2005).
Classification: D20
2
Getting political and unraveling layers of gendered mathematical identifications. (English)
Camb. J. Educ. 35, No. 1, 19-34 (2005).
Classification: C60
3
Acting is learning: focus on the construction of mathematical concepts. (English)
Camb. J. Educ. 35, No. 1, 55-67 (2005).
Classification: C33 I33
4
Learning as cultural and relational: moving past some troubling dualisms. (English)
Camb. J. Educ. 35, No. 1, 107-119 (2005).
Classification: C30
5
Beyond discourses and interaction. Variation: a critical aspect for teaching and learning mathematics. (English)
Camb. J. Educ. 35, No. 1, 69-87 (2005).
Classification: C30
6
Values education in the mathematics classroom: subject values, educational values and one teacher$\rq$s articulation of her practice. (English)
Camb. J. Educ. 35, No. 1, 7-18 (2005).
Classification: C20
7
Making Mathematics. (English)
Camb. J. Educ. 32, No. 3, 405-07 (2002).
Classification: D32
8
Spoken Language and Mathematics. (English)
Camb. J. Educ. 32, No. 1, 45-60 (2002).
Classification: C50 E40
9
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Result 1 to 9 of 9 total

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