The Death of Mathematics: A Mythopoetic Inquiry
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Publisher
Springer Nature Switzerland
Link
https://link.springer.com/content/pdf/10.1007/978-3-031-58683-5_15
Reference65 articles.
1. Aikenhead, G. S. (2017). Enhancing school mathematics culturally: A path of reconciliation. Canadian Journal of Science, Mathematics and Technology Education, 17(2), 73–140. https://doi.org/10.1080/14926156.2017.1308043
2. Andersson, A., Valero, P., & Meaney, T. (2015). “I am [not always] a math hater”: Shifting students’ identity narratives in context. Educational Studies in Mathematics, 90(2), 143–161. https://doi.org/10.1007/s10649-015-9617-z
3. Aoki, T. T. (1991). Inspiriting curriculum and pedagogy: Talks to teachers. Department of Secondary Education, Faculty of Education, University of Alberta.
4. Bishop, J. P. (2012). “She’s always been the smart one. I’ve always been the dumb one”: Identities in the mathematics classroom. Journal for Research in Mathematics Education, 43(1), 34–74. https://doi.org/10.5951/jresematheduc.43.1.0034
5. Boaler, J., & Selling, S. K. (2017). Psychological imprisonment or intellectual freedom? A longitudinal study of contrasting school mathematics approaches and their impact on adults’ lives. Journal for Research in Mathematics Education, 48(1), 78–105. https://doi.org/10.5951/jresematheduc.48.1.0078
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