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Argumentation ‒ understanding processes and supporting skills. (Argumentieren ‒ Prozesse verstehen und Fähigkeiten fördern.) (German)
Steinweg, Anna Susanne (ed.), Entwicklung mathematischer Fähigkeiten von Kindern im Grundschulalter. Tagungsband des AK Grundschule in der GDM 2015. Bamberg: University of Bamberg Press (ISBN 978-3-86309-367-9/pbk; 978-3-86309-368-6/ebook). Mathematikdidaktik Grundschule 5, 9-24 (2015).
Classification: E52 D32 C42
1
Who cracks the code? Working with statistical probabilities. (Wer knackt den Code? Mit statistischen Wahrscheinlichkeiten umgehen.) (German)
PM Prax. Math. Sch. 57, No. 65, 19-22 (2015).
Classification: K43 K53 D43 D83 E53 P23
2
Mathematics and logic. (Mathematik und Logik.) (German)
Mathematikunterricht 61, No. 6, 4-9 (2015).
Classification: E30 D30 A30 D20
3
Methods for reconstructing processes of argumentation and participation in primary mathematics classroom interaction. (English)
Bikner-Ahsbahs, Angelika (ed.) et al., Approaches to qualitative research in mathematics education. Examples of methodology and methods. Dordrecht: Springer (ISBN 978-94-017-9180-9/hbk; 978-94-017-9181-6/ebook). Advances in Mathematics Education, 51-74 (2015).
Classification: D20 C72
4
Examples as tools for constructing justifications. (English)
Math. Teach. Middle Sch. 17, No. 9, 520-523 (2012).
Classification: E53 D43
5
Double coin toss with the fox and the ravens. (Doppelter Münzwurf mit dem Fuchs und den Raben.) (German)
Grundsch. Math. 2012, No. 32, 12-15 (2012).
Classification: K42 K52 D82
6
Explanatory proving ‒ manifold and expedient. (Erklärendes Beweisen ‒ vielfältig und sinnvoll.) (German)
Mathematikunterricht 57, No. 6, 30-48 (2011).
Classification: E53 D83
7
The empirically founded development of the concept of an “interactional niche in the development of mathematical thinking". (Die empirisch begründete Herleitung des Begriffs der “Interaktionalen Nische mathematischer Denkentwicklung" (NMD).) (German)
Brandt, Birgit et al., Die Projekte erStMaL und MaKreKi. Mathematikdidaktische Forschung am “Center for Individual Development and Adaptive Education" (IDeA). Münster: Waxmann (ISBN 978-3-8309-2604-7/pbk). Empirische Studien zur Didaktik der Mathematik 10, 25-89 (2011).
Classification: D20 C31 C32 C70
8
How do you become a Pythagorean? (Wie wirst du ein Pythagoreer?) (German)
Math. Lehren, No. 168, pull-out section, 16 p. (2011).
Classification: E53 G43 U63 A33
9
Semiotic and theoretic control in argumentation and proof activities. (English)
Educ. Stud. Math. 77, No. 2-3, 189-206 (2011).
Classification: C30 E50 D20 I20
10
Argumentation in science education: A model-based framework. (English)
Sci. Educ. (Dordrecht) 20, No. 2, 103-140 (2011).
Classification: M10 E50 E20
11
How do primary level students argue in the mathematics classroom: Empirical analyses based on Toulmin’s theory of argumentation. (Wie argumentieren Grundschulkinder im Mathemathematikunterricht? eine argumentationstheoretische Perspektive.) (German. English summary)
J. Math.-Didakt. 32, No. 1, 27-51 (2011).
Classification: E52 C72 C62 D22
12
Argumentations - sine qua non? (Argumentationen - sine qua non?) (German)
Brandt, Birgit (ed.) et al., Auf den Spuren interpretativer Unterrichtsforschung in der Mathematikdidaktik. Götz Krummheuer zum 60. Geburtstag. Münster: Waxmann (ISBN 978-3-8309-2398-5/pbk). Empirische Studien zur Didaktik der Mathematik 5, 67-93 (2010).
Classification: E50
13
First steps towards the use of algebraic symbolic language. (Erste Schritte zur Verwendung der algebraischen Symbolsprache.) (German)
Brandt, Birgit (ed.) et al., Auf den Spuren interpretativer Unterrichtsforschung in der Mathematikdidaktik. Götz Krummheuer zum 60. Geburtstag. Münster: Waxmann (ISBN 978-3-8309-2398-5/pbk). Empirische Studien zur Didaktik der Mathematik 5, 95-116 (2010).
Classification: E40 C30
14
Teaching for social justice: exploring the development of student agency through participation in the literacy practices of a mathematics classroom. (English)
J. Math. Teach. Educ. 12, No. 3, Special Issue: Social Justice Perspectives in Mathematics Education. Guest Editors: Peter Gates and Robyn Jorgensen, 171-185 (2009).
Classification: C60 C63 A40 A43 D20 D23
15
Analysis of a teaching sequence in a primary school class devoted to the improvement of reasoning with the help of the theory of situations. (Analyse en théorie des situations d’une séquence destinée à développer les pratiques du raisonnement en classe de mathématiques à l’école primaire.) (French. English summary)
Ann. Didact. Sci. Cogn. 13, 5-39 (2008).
Classification: C32 C33
16
Suitability and assessment criteria of changes in the mathematics instruction process. (Criterios de idoneidad y valoración de cambios en el proceso de instrucción matemática.) (Spanish. English summary)
Relime 11, No. 2, 233-265 (2008).
Classification: C70 D20
17
A method for revealing structures of argumentations in classroom proving processes. (English)
ZDM, Int. J. Math. Educ. 40, No. 3, 427-441 (2008).
Classification: D20 E50 E40
18
Conflicting agendas: critical thinking versus science education in the International Baccalaureate $Theory$ $of$ $Knowledge$ Course. (English)
Sci. Educ. (Dordrecht) 16, No. 2, 167-196 (2007).
Classification: E20
19
Modelling mathematical argumentation: The importance of qualification. (English)
Educ. Stud. Math. 66, No. 1, 3-21 (2007).
Classification: E55 E35 C35 F65 D25
20
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