侵害
发表于 2025-3-25 04:12:55
http://reply.papertrans.cn/33/3205/320405/320405_21.png
Landlocked
发表于 2025-3-25 11:23:51
http://reply.papertrans.cn/33/3205/320405/320405_22.png
富饶
发表于 2025-3-25 14:47:48
Matthew P. Abdel,Matthieu Ollivierhan that and deeply connected to the notion of ., which is a classic but relatively inconspicuous element of the ATD. In my view, the following theory of paradidactic reality allows didacticians to reacknowledge the vastness and complexity of the didactic. Besides, this paper also includes some supplements to the plenary talk.
Assignment
发表于 2025-3-25 17:11:48
http://reply.papertrans.cn/33/3205/320405/320405_24.png
运动的我
发表于 2025-3-25 21:14:27
http://reply.papertrans.cn/33/3205/320405/320405_25.png
混沌
发表于 2025-3-26 03:11:41
http://reply.papertrans.cn/33/3205/320405/320405_26.png
烦扰
发表于 2025-3-26 08:20:01
http://reply.papertrans.cn/33/3205/320405/320405_27.png
迷住
发表于 2025-3-26 09:30:08
Is It the Same Twelfth? Questioning an Unquestioned Principlee foundations of numbers, namely quantities instead of sets. This enables to shed a new light on issues like multiplicative reasoning, and actual foundations of numbers in successful pioneer didactic engineering works and in East Asia.
返老还童
发表于 2025-3-26 16:35:42
Teachers’ Epistemic Ethos and Mathematical Modelling Teachingling of French teachers is studied through the observation of the resolution of the same problem at different teaching levels. In this way, the study of the teachers’ epistemological work reveals part of their epistemic ethos.
强行引入
发表于 2025-3-26 18:45:34
http://reply.papertrans.cn/33/3205/320405/320405_30.png