Classroom interaction as reflection: Learning and teaching mathematics in a community of inquiry.
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- Educational Studies in Mathematics, 2003, v. 54, n. 1, p. 77, doi. 10.1023/B:EDUC.0000005211.95182.90
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- Article
Works matching IS 00131954 AND DT 2003 AND VI 54 AND IP 1
Results: 8
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The didactical use of models in realistic mathematics education: An example from a longitudinal trajectory on percentage.
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- Educational Studies in Mathematics, 2003, v. 54, n. 1, p. 9, doi. 10.1023/B:EDUC.0000005212.03219.dc
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- Article
3
Didactising: Continuing the work of Leen Streefland.
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- Educational Studies in Mathematics, 2003, v. 54, n. 1, p. 101, doi. 10.1023/B:EDUC.0000005213.85018.34
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- Article
4
Introduction: A focus on experiences - My experience with Leen.
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- Educational Studies in Mathematics, 2003, v. 54, n. 1, p. 5
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- Article
5
Leen Streefland's Legacy.
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- Educational Studies in Mathematics, 2003, v. 54, n. 1, p. 1, doi. 10.1023/B:EDUC.0000005235.20840.14
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- Article
6
Learning from history for teaching in the future.
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- Educational Studies in Mathematics, 2003, v. 54, n. 1, p. 37, doi. 10.1023/B:EDUC.0000005236.36499.fc
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- Article
7
Focusing on informal strategies when linking arithmetic to early algebra.
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- Educational Studies in Mathematics, 2003, v. 54, n. 1, p. 63, doi. 10.1023/B:EDUC.0000005237.72281.bf
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- Article
8
Creativity, Mathematizing, and Didactizing: Leen Streefland's work continues.
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- Educational Studies in Mathematics, 2003, v. 54, n. 1, p. 127, doi. 10.1023/B:EDUC.0000005255.04769.89
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- Article