Examining Translanguaging Practices in Mathematical Modelling
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Publisher
Springer Nature Switzerland
Link
https://link.springer.com/content/pdf/10.1007/978-3-031-53322-8_35
Reference16 articles.
1. Ärlebäck, J. B., & Frejd, P. (2013). Modelling from the perspective of commognition—An emerging framework. In G. Stillman, G. Kaiser, W. Blum, & J. P. Brown (Eds.), Teaching mathematical modelling: Connecting to research and practice (pp. 47–56). Springer.
2. Barbosa, J. C. (2006). Mathematical modelling in classroom: A socio-critical and discursive perspective. ZDM Mathematics Education, 38(3), 293–301.
3. Braun, V., & Clarke, V. (2012). Thematic analysis. In H. Cooper (Ed.), The handbook of research methods in psychology. American Psychological Association.
4. Cenoz, J. (2017). Translanguaging in school contexts: International perspectives. Journal of Language, Identity & Education, 16(4), 193–198.
5. de Oliveira, A. M. P., & Barbosa, J. C. (2013). Mathematical modelling, mathematical content and tensions in discourses. In G. Stillman, G. Kaiser, W. Blum, & J. P. Brown (Eds.), Teaching mathematical modelling: Connecting to research and practice (pp. 67–76). Springer.
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