Τετάρτη, 28 Οκτωβρίου 2009

Educational Studies in Mathematics

Educational Studies in Mathematics

Vol.72, n°2, novembre 2009

* Using the onto-semiotic approach to identify and analyze mathematical meaning when transiting between different coordinate systems in a multivariate context, Mariana Montiel, Miguel Wilhelmi, Draga Vidakovic, Iwan Elstak
* Changing practice, changing minds, from arithmetical to algebraic thinking: an application of the concerns-based adoption model (CBAM), Jeanne Tunks, Kirk Weller
* Conditional inference and advanced mathematical study: further evidence, Matthew Inglis, Adrian Simpson
* Didactical designs for students’ proportional reasoning: an “open approach” lesson and a “fundamental situation”, Takeshi Miyakawa, Carl Winsløw
* Bridging the macro- and micro-divide: using an activity theory model to capture sociocultural complexity in mathematics teaching and its development, Barbara Jaworski, Despina Potari
* Proof constructions and evaluations, Andreas Stylianides, Gabriel Stylianides
* Researchers’ descriptions and the construction of mathematical thinking, Richard Barwell

http://www.springerlink.com/content/0013-1954

Δεν υπάρχουν σχόλια: