Book Chapter
Methodological Challenges for Mathematics Education Research from a Critical Perspective
Renuka Vithal
Mathematics Education Library, 2006, Volume 35, Researching the Socio-Political Dimensions of Mathematics Education, Pages 227-248
Book Chapter
Historical formation and student understanding of mathematics
Luis Radford, Maria G. Bartolini Bussi, Otto Bekken, Paolo Boero and Jean-Luc Dorier, et al.
New ICMI Study Series, 1, Volume 6, History in Mathematics Education, Pages 143-170
Book Chapter
Research into the Teaching and Learning of Linear Algebra
Jean-Luc Dorier and Anna Sierpinska
New ICMI Study Series, 1, Volume 7, The Teaching and Learning of Mathematics at University Level, Section 3, Pages 255-273
Book Chapter
Presentation of Other Research Works
Michèle Artigue, Ghislaine Chartier and Jean-Luc Orier
Mathematics Education Library, 1, Volume 23, On the Teaching of Linear Algebra, Part II, Pages 247-271
Book Chapter
Symbolic Interactionism and Ethnomethodology as a Theoretical Framework for the Research on Gender and Mathematics
Helga Jungwirth
New ICMI Study Series, 2006, Volume 3, Towards Gender Equity in Mathematics Education, Part One, Pages 49-70
Journal Article
‘Discrete analysis’ — An approach to fundamental ideas of analysis
Erich Wittmann
Educational Studies in Mathematics, 1980, Volume 11, Number 4, Pages 383-392
Journal Article
Successful instructional methods: A cognitive information processing approach
Ruth Colvin Bovy
Educational Technology Research and Development, 1981, Volume 29, Number 4, Pages 203-217
Journal Article
Issues of Methods and Theory in the Study of Mathematics Teachers’ Professed and Attributed Beliefs
Natasha M. Speer
Educational Studies in Mathematics, 2005, Volume 58, Number 3, Pages 361-391
Journal Article
The Reading Comprehension of Geometric Proofs: The Contribution of Knowledge and Reasoning
Fou-Lai Lin and Kai-Lin Yang
International Journal of Science and Mathematics Education, 2007, Volume 5, Number 4, Pages 729-754
Journal Article
Developing reflectiveness in mathematics classrooms— An aim to be reached in several ways
Susanne Prediger
ZDM, 2005, Volume 37, Number 3, Pages 250-257