| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
An intentionality interpretation of meaning in mathematics education
|
Skovsmose, Ole
|
|
2015
|
92 |
3 |
p. 411-424
|
artikel
|
| 2 |
At the intersection between the subject and the political: a contribution to an ongoing discussion
|
Pais, Alexandre
|
|
2016
|
92 |
3 |
p. 347-359
|
artikel
|
| 3 |
Ethical dimensions of mathematics education
|
Boylan, Mark
|
|
2016
|
92 |
3 |
p. 395-409
|
artikel
|
| 4 |
Formal and informal mathematical discourses: Bakhtin and Vygotsky, dialogue and dialectic
|
Barwell, Richard
|
|
2015
|
92 |
3 |
p. 331-345
|
artikel
|
| 5 |
Problematising the pursuit of progress in mathematics education
|
Llewellyn, Anna
|
|
2015
|
92 |
3 |
p. 299-314
|
artikel
|
| 6 |
Schooling novice mathematics teachers on structures and strategies: a Bourdieuian perspective on the role of “others” in classroom practices
|
Nolan, Kathleen T.
|
|
2016
|
92 |
3 |
p. 315-329
|
artikel
|
| 7 |
Theory in and for mathematics education: in pursuit of a critical agenda
|
Brown, Tony
|
|
2016
|
92 |
3 |
p. 287-297
|
artikel
|
| 8 |
The problem of certainty in mathematics
|
Ernest, Paul
|
|
2015
|
92 |
3 |
p. 379-393
|
artikel
|
| 9 |
Where form and substance meet: using the narrative approach of re-storying to generate research findings and community rapprochement in (university) mathematics education
|
Nardi, Elena
|
|
2015
|
92 |
3 |
p. 361-377
|
artikel
|
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