Titlebook: Mathematische Reflexion in argumentativ geprägten Unterrichtsgesprächen; Eine empirisch‐inter Judit Hartkens Book 2018 Springer Fachmedien

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Judit Hartkens1983), Artus, Laroque and Michel (1984), Kooiman and Kloek (1985), Sneessens and Drèze (1986), Lambert (1984, 1988) and Laroque (1988), among others. These models are inspired by a branch of economic theory which is associated with the names of Clower, Leijonhufvud, Barro/Grossman, Benassy, Drèze an

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Judit Hartkenstional systems are intertwined.Draws together a variety of sThis volume is an inquiry into the history of political philosophy by way of the general theme of education. Each contributor addresses the relationship between a particular political philosopher’s broad teaching on the best political order

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Judit Hartkenstional systems are intertwined.Draws together a variety of sThis volume is an inquiry into the history of political philosophy by way of the general theme of education. Each contributor addresses the relationship between a particular political philosopher’s broad teaching on the best political order

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Judit Hartkensfor the economic development of the USSR after 1929.. While this is a useful avenue of research, its pursuit has been accompanied by the neglect of many ‘proper’ Soviet economists from the 1920s: people such as N. D. Kondratiev, L. N. Yurovsky, N. N. Shaposhnikov, S. A. Pervushin, V. A. Bazarov, A.

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for the economic development of the USSR after 1929.. While this is a useful avenue of research, its pursuit has been accompanied by the neglect of many ‘proper’ Soviet economists from the 1920s: people such as N. D. Kondratiev, L. N. Yurovsky, N. N. Shaposhnikov, S. A. Pervushin, V. A. Bazarov, A.

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https://doi.org/10.1007/978-3-658-18840-5Wissenskonstruktion; Standpunktwechsel beim Mathematiklernen; Interaktion im Mathematikunterricht; Epis

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bibliophile

Wissenskonstruktion im Mathematikunterricht,elche Weise im Zuge von Perspektiv- und Standpunktwechseln in argumentativ geprägten Gesprächen neue Erkenntnisse aufgebaut werden. Deshalb werden in Kapitel 2 die lerntheoretischen Grundlagen des Forschungsvorhabens dargestellt.