aesthetician
发表于 2025-3-25 06:11:54
Discussion Documentrch is and what its results are have become less clear. The history of the past three International Congresses on Mathematical Education demonstrates the need for greater clarity. At the Budapest congress in 1988, in particular, there was a general feeling that mathematics educators from different p
审问,审讯
发表于 2025-3-25 08:18:12
Research, Effectiveness, and the Practitioners’ Worldg and involving experience, but as one of my tasks was to ‘summarize’ at the end of the conference, I tried to take a more objective stance during my involvement. I reported in my summary that I could detect certain emphases in the discourses together with some important silences.
傻
发表于 2025-3-25 12:22:37
A Glance over the Evolution of Research in Mathematics Education it from the perspective of an ‘old hand’ and to balance the things that have changed and those that remained the same. Of course, this will be a very personal view; other people may see things very differently.
大门在汇总
发表于 2025-3-25 19:16:40
Balancing Complex Human Worlds: Mathematics Education as an Emergent Discipline in Its Own Rightachers. In the first week I asked them to bring or wear to the next class, something which had geometry in it, and to come to class prepared to tell why they had chosen that particular item and to talk about its geometry.
抛媚眼
发表于 2025-3-25 22:49:54
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dermatomyositis
发表于 2025-3-26 01:12:19
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口诀
发表于 2025-3-26 07:26:22
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Arthritis
发表于 2025-3-26 10:18:01
The Aims of Researchlustrate this vividly. In 1994, for example, in addition to the 11 different divisions listed in the meeting program — each with its own particular focus — an everincreasing number of interest groups, presentation formats, and presenters vied for a place on the program. The titles of the presentatio
FIN
发表于 2025-3-26 12:43:37
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palliative-care
发表于 2025-3-26 19:03:19
Transforming the International Mathematics Education Research Agendajor issues and methods of its field of endeavor (see, e.g., Charles & Silver 1989; Grouws, Cooney & Jones 1988; Hiebert & Behr 1988; Sowder 1989; Wagner & Kieran 1989). This questioning has continued into the 1990s, with mathematics education researchers around the world scrutinizing the assumptions