FACT
发表于 2025-3-30 09:20:21
https://doi.org/10.1007/978-3-663-01848-3ts related to the first part. The analysis of the inquiry unveils some didactic phenomena concerning the realisation of the technological-theoretical moment that suggest ways of developing teacher training.
RAGE
发表于 2025-3-30 14:40:42
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Indelible
发表于 2025-3-30 17:04:04
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Obloquy
发表于 2025-3-30 22:58:49
G. K. Scadding (Consultant Rhinologist)lysis. As a result, we pointed out some significant conditions, which can persuasively explain the economy of the SRP, at different levels. Besides that, we finally proposed a hypothesis about an obstacle that hinders the dissemination of graph theory into school mathematics curricula.
大沟
发表于 2025-3-31 03:10:07
Modifying Teachers’ Didactic Praxeologies in the Perspective of the Paradigm of Questioning the Worlts related to the first part. The analysis of the inquiry unveils some didactic phenomena concerning the realisation of the technological-theoretical moment that suggest ways of developing teacher training.
他日关税重重
发表于 2025-3-31 06:22:23
Evolution of a Teacher-Researcher While Developing a Co-disciplinary Study and Research Path Throughve modified progressively: her role in the class, the knowledge introduced by her into the didactic milieu, and the management of certain dialectics. This could be due to the acquired experience with the SRP replications.
Ophthalmoscope
发表于 2025-3-31 09:32:11
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Mingle
发表于 2025-3-31 15:03:07
Study and Research in Graph Theory: A Case of a Japanese Upper Secondary Schoollysis. As a result, we pointed out some significant conditions, which can persuasively explain the economy of the SRP, at different levels. Besides that, we finally proposed a hypothesis about an obstacle that hinders the dissemination of graph theory into school mathematics curricula.
Mast-Cell
发表于 2025-3-31 20:28:14
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Incise
发表于 2025-4-1 01:34:37
Modifying Teachers’ Didactic Praxeologies in the Perspective of the Paradigm of Questioning the Worlis purpose, an inquiry (in the sense of the anthopological theory of the didactic) on the topic of functions has been implemented during the first year of secondary school in France (15-16-year-old students) by a teacher trained within the framework of the ATD. The inquiry led by the teacher is divi