Tacit models, treasured intuitions and the discrete-continuous interplay.
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- Educational Studies in Mathematics, 2011, v. 78, n. 1, p. 109, doi. 10.1007/s10649-011-9313-6
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- Article
Works matching IS 00131954 AND DT 2011 AND VI 78 AND IP 1
Results: 7
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Assessment reform in South Africa: opening up or closing spaces for teachers?
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- Educational Studies in Mathematics, 2011, v. 78, n. 1, p. 91, doi. 10.1007/s10649-011-9311-8
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- Article
3
Researching online mathematics education: opening a space for virtual learner identities.
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- Educational Studies in Mathematics, 2011, v. 78, n. 1, p. 69, doi. 10.1007/s10649-011-9310-9
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- Article
4
How do mathematicians learn math?: resources and acts for constructing and understanding mathematics.
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- Educational Studies in Mathematics, 2011, v. 78, n. 1, p. 21, doi. 10.1007/s10649-011-9306-5
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- Article
5
Subspace in linear algebra: investigating students' concept images and interactions with the formal definition.
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- Educational Studies in Mathematics, 2011, v. 78, n. 1, p. 1, doi. 10.1007/s10649-011-9307-4
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- Publication type:
- Article
6
Book Review: A journey through the world of technology in mathematics education Celia Hoyles and Jean-Baptiste Lagrange (Eds.) (2010) Mathematics education and technology-Rethinking the terrain.
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- 2011
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- Book Review
7
Pathways to equity in mathematics education: how life experiences impact researcher positionality.
- Published in:
- Educational Studies in Mathematics, 2011, v. 78, n. 1, p. 45, doi. 10.1007/s10649-011-9309-2
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- Publication type:
- Article