History


Help on query formulation
first | previous | 1 | next | last

Result 1 to 7 of 7 total

Intersubjectivity in mathematics teaching: meaning-making from constructivist and/or sociocultural perspectives? (English)
Gates, Peter (ed.) et al., Shifts in the field of mathematics education. Stephen Lerman and the turn to the social. Singapore: Springer (ISBN 978-981-287-178-7/hbk; 978-981-287-179-4/ebook). 171-184 (2015).
Classification: D20 C60 C70 A30
1
Networking theories of society and cognitive science: an analytical approach to the social in school mathematics. (English)
Pope, Sue (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Proceedings of the British congress of mathematics education, BCME-8, University of Nottingham, UK, April 14‒17, 2014. London: British Society for Research into Learning Mathematics (BSRLM). 223-230 (2014).
Classification: C60 D20
2
“Just don’t”: The suppression and invitation of dialogue in the mathematics classroom. (English)
Educ. Stud. Math. 67, No. 2, 143-157 (2008).
Classification: C54 D24
3
To disagree, we must also agree: How intersubjectivity structures and perpetuates discourse in a mathematics classroom. (English)
J. Learn. Sci. 16, No. 4, 523-568 (2007).
Classification: C60 C70 D40
4
Experiencing the epistemic necessity. (L’expérience de la nécessité épistémique.) (French)
Rech. Didact. Math. 25, No. 1, 57-90 (2005).
Classification: D20 C30
5
Constructing intersubjectivity in representational design activities. (English)
J. Math. Behav. 19, No. 4, 503-530 (2000).
Classification: C50 C60 C70
6
Communication in the classroom on necessary mathematical statements. The double didactic pyramid model. (English)
Hejný, M. et al., European research conference on mathematical education (ERCME ’97). Prometheus, Praha. 52-57 (1997).
Classification: E30
7
first | previous | 1 | next | last

Result 1 to 7 of 7 total

Valid XHTML 1.0 Transitional Valid CSS!