Works matching IS 02280671 AND DT 2020
Results: 48
USING PROBLEM POSING TO BRING REAL-LIFE INTO THE MATHEMATICS CLASSROOM: CAN IT BE TOO REAL?
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- For the Learning of Mathematics, 2020, v. 40, n. 3, p. 40
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Editor's Note.
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- For the Learning of Mathematics, 2020, v. 40, n. 3, p. 39
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A reflection on Ros Sutherland's book: Education and Social Justice in a Digital Age.
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- For the Learning of Mathematics, 2020, v. 40, n. 3, p. 38
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Learning the role of integrating perspectives from Claude Gaulin.
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- For the Learning of Mathematics, 2020, v. 40, n. 3, p. 37
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À la mémoire de Claude Gaulin (1938-2020) [1].
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- For the Learning of Mathematics, 2020, v. 40, n. 3, p. 35
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ON THE FUTURE OF DESIGN IN MATHEMATICS EDUCATION RESEARCH.
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- For the Learning of Mathematics, 2020, v. 40, n. 3, p. 31
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REVERSAL THEORY TO UNDERSTAND STUDENTS' DIFFICULTIES WITH GRAPHS IN MATHEMATICS.
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- For the Learning of Mathematics, 2020, v. 40, n. 3, p. 25
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Some considerations towards the concept of money in elementary school: money as nneasurennent.
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- For the Learning of Mathematics, 2020, v. 40, n. 3, p. 22
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Equivalent fractions and natural mimernumbers.
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- For the Learning of Mathematics, 2020, v. 40, n. 3, p. 20
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FUNCTION SAMENESS: BRINGING COHERENCE TO IMPLICIT DIFFERENTIATION.
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- For the Learning of Mathematics, 2020, v. 40, n. 3, p. 14
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DYNAMIC MEASUREMENT REASONING FOR AREA AND VOLUME.
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- For the Learning of Mathematics, 2020, v. 40, n. 3, p. 9
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MOVING AS A CIRCLE: FOLDS AND NUANCES OF A MATHEMATICAL CONCEPT.
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- For the Learning of Mathematics, 2020, v. 40, n. 3, p. 3
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EDITORIAL.
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- For the Learning of Mathematics, 2020, v. 40, n. 3, p. 2
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DIVISION IS PRETTY MUCH JUST MULTIPLICATION.
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- For the Learning of Mathematics, 2020, v. 40, n. 2, p. 38
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FOREGROUNDING THE BACKGROUND: TWO USES OF COORDINATE SYSTEMS.
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- For the Learning of Mathematics, 2020, v. 40, n. 2, p. 32
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SEEDS OF ALGEBRAIC THINKING: TOWARDS A RESEARCH AGENDA.
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- For the Learning of Mathematics, 2020, v. 40, n. 2, p. 27
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Long collaborations and lasting impacts.
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- For the Learning of Mathematics, 2020, v. 40, n. 2, p. 26
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Enduring challenges.
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- For the Learning of Mathematics, 2020, v. 40, n. 2, p. 26
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Remembering Ros.
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- For the Learning of Mathematics, 2020, v. 40, n. 2, p. 25
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From the Archives.
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- For the Learning of Mathematics, 2020, v. 40, n. 2, p. 24
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The construction of regular polygons between geometry and algebra: a didactichistorical example.
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- For the Learning of Mathematics, 2020, v. 40, n. 2, p. 23
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A post publishing discussion in mathematics education research is needed.
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- For the Learning of Mathematics, 2020, v. 40, n. 2, p. 22
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In Praise of the Minus Sign.
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- For the Learning of Mathematics, 2020, v. 40, n. 2, p. 20
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ANALYZING PROOF TEACHING AT THE TERTIARY LEVEL USING PERELMAN'S NEW RHETORIC.
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- For the Learning of Mathematics, 2020, v. 40, n. 2, p. 15
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STUDYING STUDENT ACTIONS WITH DYNAMIC TEXTBOOKS IN UNIVERSITY SETTINGS: THE LOG AS RESEARCH INSTRUMENT.
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- For the Learning of Mathematics, 2020, v. 40, n. 2, p. 8
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SCALING UP QUALITATIVE MATHEMATICS EDUCATION RESEARCH THROUGH ARTIFICIAL INTELLIGENCE METHODS.
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- For the Learning of Mathematics, 2020, v. 40, n. 2, p. 2
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THREE NARRATIVES ABOUT MATHEMATICS EDUCATION.
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- For the Learning of Mathematics, 2020, v. 40, n. 1, p. 47
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UNTANGLING THE WEB OF DEFICIT DISCOURSES IN MATHEMATICS EDUCATION.
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- For the Learning of Mathematics, 2020, v. 40, n. 1, p. 42
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From the Archives.
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- For the Learning of Mathematics, 2020, v. 40, n. 1, p. 41
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Cardinals versus ordinals: which come first?
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- For the Learning of Mathematics, 2020, v. 40, n. 1, p. 38
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Do not fall into the same trap I nearly did: experiences of a mathematics education PhD student researching the triangle proportionality theorem.
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- For the Learning of Mathematics, 2020, v. 40, n. 1, p. 36
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ADVANCING A TEACHER-CENTERED PERSPECTIVE ON SUPPORT-FOR-CLAIMS TERMINOLOGY.
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- For the Learning of Mathematics, 2020, v. 40, n. 1, p. 28
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NORMS OF PROOF IN DIFFERENT PEDAGOGICAL CONTEXTS.
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- For the Learning of Mathematics, 2020, v. 40, n. 1, p. 22
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ON THE MATHEMATICS TEACHER'S USE OF GESTURES AS PIVOT SIGNS IN SEMIOTIC CHAINS.
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- For the Learning of Mathematics, 2020, v. 40, n. 1, p. 15
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DIALOGIC AND NON-DIALOGIC ACTS IN LEARNING MATHEMATICS.
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- For the Learning of Mathematics, 2020, v. 40, n. 1, p. 9
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REGARDS CROISES SUR L'APPRENTISSAGE DES MATHEMATIQUES: TSD ET TID.
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- For the Learning of Mathematics, 2020, v. 40, n. 1, p. 2
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AFTERWORD: A CODA.
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- For the Learning of Mathematics, 2020, p. 59
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BRINGING FORTH WORLDS.
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- For the Learning of Mathematics, 2020, p. 55
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NUMBER WORK: TEACHERS AS EXPERTS WHO CAN THINK LIKE NOVICES.
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- For the Learning of Mathematics, 2020, p. 49
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LEARNING TO TEACH A MATHEMATICAL EMOTIONAL ORIENTATION.
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- For the Learning of Mathematics, 2020, p. 44
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INDICATORS FOR THE DEVELOPMENT OF NOTICING: HOW DO WE RECOGNIZE THEM?
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- For the Learning of Mathematics, 2020, p. 38
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WAYS THAT RELENTLESS CONSISTENCY AND TASK VARIATION CONTRIBUTE TO TEACHER AND STUDENT MATHEMATICS LEARNING.
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- For the Learning of Mathematics, 2020, p. 32
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THE LEARNING AND DEVELOPMENT OF MATHEMATICS TEACHERS AND MATHEMATICS TEACHER EDUCATORS: FROM THERE TO HERE TO WHERE?
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- For the Learning of Mathematics, 2020, p. 28
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MATHEMATICS TEACHER EDUCATORS' USE OF NARRATIVE IN RESEARCH, LEARNING AND TEACHING.
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- For the Learning of Mathematics, 2020, p. 21
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COMMUNICATING 'NOTS': A JOURNEY IN MATHEMATICS EDUCATION.
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- For the Learning of Mathematics, 2020, p. 15
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SEEING MORE, SEEING DIFFERENTLY AS MATHEMATICS TEACHER EDUCATOR RESEARCHERS.
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- For the Learning of Mathematics, 2020, p. 9
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LEARNING MATHEMATICS IN TIME AND SPACE.
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- For the Learning of Mathematics, 2020, p. 3
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EDITORIAL.
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- For the Learning of Mathematics, 2020, p. 2
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