| no |
title |
author |
magazine |
year |
volume |
issue |
page(s) |
type |
| 1 |
Canadian Journal of Science, Mathematics and Technology Education Special Issue on Socio-Scientific Issues and Controversy in Science and Technology Education
|
Albe, Virginie
|
|
|
11 |
3 |
p. 306-308
|
article
|
| 2 |
Canadian Journal of Science, Mathematics and Technology Education Special Issue on Socio-Scientific Issues and Controversy in Science and Technology Education - Revue canadienne de l’enseignement des sciences, des mathématiques et des technologies Numéro spécial sur questions socio-scientifiques et controverses en enseignement des sciences et des technologies
|
Albe, Virginie
|
|
2011
|
11 |
3 |
p. 306-308
|
article
|
| 3 |
Facing the Mathematics: Students’ Critical Awareness of the Elusiveness of Mathematical Objects
|
Wagner, David
|
|
2011
|
11 |
3 |
p. 292-305
|
article
|
| 4 |
Facing the Mathematics: Students’ Critical Awareness of the Elusiveness of Mathematical Objects
|
Wagner, David
|
|
|
11 |
3 |
p. 292-305
|
article
|
| 5 |
How Brianna Became Bossy and Kofi Came Out Smart: Understanding the Trajectories of Identity and Engagement for Two Group Leaders in a Project-Based Mathematics Classroom
|
Langer-Osuna, Jennifer M.
|
|
2011
|
11 |
3 |
p. 207-225
|
article
|
| 6 |
How Brianna Became Bossy and Kofi Came Out Smart: Understanding the Trajectories of Identity and Engagement for Two Group Leaders in a Project-Based Mathematics Classroom
|
Langer-Osuna, Jennifer M.
|
|
|
11 |
3 |
p. 207-225
|
article
|
| 7 |
I Have a Solution to Share: Learning Through Equitable Participation in a Mathematics Classroom
|
Foote, Mary Q.
|
|
2011
|
11 |
3 |
p. 247-260
|
article
|
| 8 |
I Have a Solution to Share: Learning Through Equitable Participation in a Mathematics Classroom
|
Foote, Mary Q.
|
|
|
11 |
3 |
p. 247-260
|
article
|
| 9 |
Introduction to the Special Issue on Equitable Access to Participation in Mathematics Discussions: Students’ Discourse, Experiences, and Perspectives
|
Esmonde, Indigo
|
|
2011
|
11 |
3 |
p. 199-206
|
article
|
| 10 |
Introduction to the Special Issue on Equitable Access to Participation in Mathematics Discussions: Students’ Discourse, Experiences, and Perspectives
|
Esmonde, Indigo
|
|
|
11 |
3 |
p. 199-206
|
article
|
| 11 |
Negotiating the “Relevant” in Culturally Relevant Mathematics
|
Enyedy, Noel
|
|
2011
|
11 |
3 |
p. 273-291
|
article
|
| 12 |
Negotiating the “Relevant” in Culturally Relevant Mathematics
|
Enyedy, Noel
|
|
|
11 |
3 |
p. 273-291
|
article
|
| 13 |
Student Participation in Collective Problem Solving in an After-School Mathematics Club: Connections to Learning and Identity
|
Turner, Erin
|
|
2011
|
11 |
3 |
p. 226-246
|
article
|
| 14 |
Student Participation in Collective Problem Solving in an After-School Mathematics Club: Connections to Learning and Identity
|
Turner, Erin
|
|
|
11 |
3 |
p. 226-246
|
article
|
| 15 |
Understanding Students’ Experiences as Listeners During Mathematical Discussion
|
Hintz, Allison B.
|
|
2011
|
11 |
3 |
p. 261-272
|
article
|
| 16 |
Understanding Students’ Experiences as Listeners During Mathematical Discussion
|
Hintz, Allison B.
|
|
|
11 |
3 |
p. 261-272
|
article
|
Journal description