To know or not to know – mathematics, that is a question of context.
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- Educational Studies in Mathematics, 1999, v. 39, n. 1-3, p. 205, doi. 10.1023/A:1003871930181
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Works matching IS 00131954 AND DT 1999 AND VI 39 AND IP 1-3
Results: 11
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Structures of Constant Rate Word Problems: A functional approach analysis.
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- Educational Studies in Mathematics, 1999, v. 39, n. 1-3, p. 185, doi. 10.1023/A:1003793926216
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- Article
3
Mathematical Modelling: the Interaction of Culture and Practice.
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- Educational Studies in Mathematics, 1999, v. 39, n. 1-3, p. 167, doi. 10.1023/A:1003758310286
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- Article
4
The emergent perspective in rich learning environments: Some roles of tools and activities in the construction of sociomathematical norms.
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- Educational Studies in Mathematics, 1999, v. 39, n. 1-3, p. 149, doi. 10.1023/A:1003769126987
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- Article
5
Using Intuition From Everyday Life in ’Filling‘ the gap in Children‘s Extension of Their Number Concept to Include the Negative Numbers.
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- Educational Studies in Mathematics, 1999, v. 39, n. 1-3, p. 131, doi. 10.1023/A:1003726317920
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- Article
6
Context Problems in Realistic Mathematics Education: A Calculus Course as an Example.
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- Educational Studies in Mathematics, 1999, v. 39, n. 1-3, p. 111, doi. 10.1023/A:1003749919816
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- Article
7
Argumentation and Conceptualization in Context: a Case Study on Sunshadows in Primary School.
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- Educational Studies in Mathematics, 1999, v. 39, n. 1-3, p. 89, doi. 10.1023/A:1003800814251
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- Article
8
Early approach to theoretical thinking: gears in primary school.
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- Educational Studies in Mathematics, 1999, v. 39, n. 1-3, p. 67, doi. 10.1023/A:1003707727896
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- Article
9
Embodied cognition as grounding for situatedness and context in mathematics education.
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- Educational Studies in Mathematics, 1999, v. 39, n. 1-3, p. 45, doi. 10.1023/a:1003759711966
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- Article
10
Building Bridges: Reflections on the problem of transfer of learning in mathematics.
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- Educational Studies in Mathematics, 1999, v. 39, n. 1-3, p. 23, doi. 10.1023/A:1003755611058
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- Article
11
Contributions and Obstacles of Contexts in the Development of Mathematical Knowledge.
- Published in:
- Educational Studies in Mathematics, 1999, v. 39, n. 1-3, p. 1, doi. 10.1023/A:1003702003886
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- Article