| no |
title |
author |
magazine |
year |
volume |
issue |
page(s) |
type |
| 1 |
A dialogue between two theoretical perspectives on languages and resource use in mathematics teaching and learning
|
Radford, Luis
|
|
|
55 |
3 |
p. 611-626
|
article
|
| 2 |
An anthropological point of view: exploring the Chinese and Japanese issues of translation about teaching resources
|
Wang, Chongyang
|
|
|
55 |
3 |
p. 705-717
|
article
|
| 3 |
Conceptualizing teachers’ interactions with resources in crossing languages and cultures
|
Trouche, Luc
|
|
|
55 |
3 |
p. 497-519
|
article
|
| 4 |
Deepening a conceptual framework in travelling between languages and cultures: the case of the documentational approach to didactics
|
Shao, Mingyu
|
|
|
55 |
3 |
p. 671-686
|
article
|
| 5 |
Examining the key factors affecting teachers’ translation of a theoretical framework from English into a native language: the Turkish case
|
Bastürk-Sahin, Burcu Nur
|
|
|
55 |
3 |
p. 687-703
|
article
|
| 6 |
Language as a resource for teachers describing mathematics classroom teaching and learning: a comparative approach
|
Artigue, Michèle
|
|
|
55 |
3 |
p. 597-610
|
article
|
| 7 |
Navigating multiple languages and meanings in cross-cultural research on teachers’ resource use
|
Condon, Lara
|
|
|
55 |
3 |
p. 565-577
|
article
|
| 8 |
Resources in translation: towards a conceptual and technical apparatus
|
Ruthven, Kenneth
|
|
|
55 |
3 |
p. 657-669
|
article
|
| 9 |
Sourcing mathematical meaning as a dialogic process: meaning-focused and language-focused repairs
|
Barwell, Richard
|
|
|
55 |
3 |
p. 535-550
|
article
|
| 10 |
Teachers’ practices and resources in the Hungarian “Guided Discovery” approach to teaching mathematics: presenting and representing “series of problems”
|
Gosztonyi, Katalin
|
|
|
55 |
3 |
p. 641-656
|
article
|
| 11 |
Teaching the concept of zero in a Malawi primary school: illuminating the language and resource challenge
|
Kazima, Mercy
|
|
|
55 |
3 |
p. 627-639
|
article
|
| 12 |
The multimodality of lesson guides and the communication of social relations
|
Van Steenbrugge, Hendrik
|
|
|
55 |
3 |
p. 579-595
|
article
|
| 13 |
The use of Arabic language by mathematics teachers as a resource to support teaching
|
Sabra, Hussein
|
|
|
55 |
3 |
p. 551-563
|
article
|
| 14 |
What is mathematics teaching talk for? A response based on three sites of practice in mathematics education
|
Planas, Núria
|
|
|
55 |
3 |
p. 521-534
|
article
|
Journal description