Issues of Methods and Theory in the Study of Mathematics Teachers’ Professed and Attributed Beliefs.
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- Educational Studies in Mathematics, 2005, v. 58, n. 3, p. 361, doi. 10.1007/s10649-005-2745-0
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Works in Educational Studies in Mathematics, 2005, Vol 58, Issue 3
Results: 7
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ICMI The International Commission on Mathematical Instruction, ICMI Awards Committee.
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- Educational Studies in Mathematics, 2005, v. 58, n. 3, p. 421, doi. 10.1007/s10649-005-6732-2
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3
Assessing Development in Numeracy of Students from Different Socio-Economic Areas: A Rasch Analysis of Three Fundamental Tasks.
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- Educational Studies in Mathematics, 2005, v. 58, n. 3, p. 283, doi. 10.1007/s10649-005-6425-x
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4
Short Response to Tunis’s Letter to the Editor on Technology in College.
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- Educational Studies in Mathematics, 2005, v. 58, n. 3, p. 415, doi. 10.1007/s10649-005-6424-5
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5
What Could be More Practical than Good Research?
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- Educational Studies in Mathematics, 2005, v. 58, n. 3, p. 393, doi. 10.1007/s10649-005-4818-5
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6
Some Historical Issues and Paradoxes Regarding the Concept of Infinity: An Apos-Based Analysis: Part 1.
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- Educational Studies in Mathematics, 2005, v. 58, n. 3, p. 335, doi. 10.1007/s10649-005-2531-z
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7
Prediction and the Periodical Aspect as Generators of Knowledge in a Social Practice Framework.
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- Educational Studies in Mathematics, 2005, v. 58, n. 3, p. 299, doi. 10.1007/s10649-005-2295-5
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