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Result 1 to 11 of 11 total

Didactical phenomena appearing with the use of technological tools. (Fenómenos didácticos que emergen con el uso de herramientas tecnológicas.) (Spanish)
Azcárate, Carmen (ed.) et al., Didáctica del análisis matemático: una revisión de las investigaciones sobre su enseñanza y aprendizaje en el contexto de la SEIEM. Periodo 1997‒2014. La Laguna: Universidad de La Laguna, Servicio de Publicaciones (ISBN 978-84-15939-38-2/pbk). Materiales Didácticos Universitarios; Serie Matemáticas 1, 151-161 (2015).
Classification: U70 C30
1
Pedagogical actions of reflective mathematical modelling. (English)
Stillman, Gloria Ann (ed.) et al., Mathematical modelling in education research and practice. Cultural, social and cognitive influences. Cham: Springer (ISBN 978-3-319-18271-1/hbk; 978-3-319-18272-8/ebook). International Perspectives on the Teaching and Learning of Mathematical Modelling, 397-406 (2015).
Classification: M10 D40
2
Meta-didactical transposition: a theoretical model for teacher education programmes. (English)
Clark-Wilson, Alison (ed.) et al., The mathematics teacher in the digital era. An international perspective on technology focused professional development. Dordrecht: Springer (ISBN 978-94-007-4637-4/hbk; 978-94-007-4638-1/ebook). Mathematics Education in the Digital Era 2, 347-372 (2014).
Classification: D20 B50 D39
3
Didactic transposition or specific mathematical practices? The case of ordinal and cardinal numbers. (Transposição didática ou práticas matemáticas especificas? O caso do número ordinal e cardinal.) (Portuguese. English summary)
Educ. Mat. Pesqui. 13, No. 1, 179-196 (2011).
Classification: E60 F30 D30
4
The analogy in the field geometry. (L’analogia in ambito geometrico.) (Italian. English summary)
Boll. Docenti Mat., No. 57, 71-92 (2008).
Classification: C30 D20 G40
5
"Unavoidable" and "avoidable" misconceptions. (Misconcezioni "inevitabili" e misconcezioni "evitabili".) (Italian. English summary)
Mat. Didatt., No. 1, 57-71 (2005).
Classification: C39 D70
6
Conditions and limits for the existence of mathematics in general education. Constancy and movement. (Conditions et contraintes de l’existence des mathématiques dans l’enseignement général. Permanences et évolutions.) (French)
Petit X, No. 50, 23-38 (1998-99).
Classification: D30
7
The structure of a course on "Linear Algebra". (La conception d’un cours d’algébre linéaire.) (French)
Rech. Didact. Math. 18, No. 3, 333-370 (1998).
Classification: H65
8
The diachronic dimension in research on understanding in mathematics - usefulness and limitations of the concept of epistemological obstacle. (Perspektywa diachroniczna w badaniach nad rozumieniem w matematyce - u$.z$ytecność i ograniczenia pojȩcia przeszkody epistemologicznej.) (Polish)
Rocz. Pol. Tow. Mat., Ser. V, Dydakt. Mat. 16, 73-101 (1994).
Classification: H65
9
The concept of absolute value, a multi-dimensional study. (Le concept de valeur absolue, une étude multidimensionnelle.) (French)
Plot, No. 67, 12-16 (1994).
Classification: D40
10
Multidimensionale Untersuchung zum Begriff des Betrags. (Une etude multidimensionnelle du concept de valeur absolue.) (French)
Artigue, M. et al., Vingt ans de didactique des mathématiques en France. Hommage à Guy Brousseau et Gérard Vergnaud. Ed. La Pensée Sauvage, Grenoble. 343-348 (1994).
Classification: D40
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