How Did the Croatian Noosphere Respond to the Problem of the Shortage of Mathematics Teachers?
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Publisher
Springer Nature Switzerland
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https://link.springer.com/content/pdf/10.1007/978-3-031-55939-6_39
Reference15 articles.
1. Barbé, J., Bosch, M., Espinoza, L., & Gascón, J. (2005). Didactic restrictions on the teacher’s practice: The case of limits of functions in Spanish high schools. Educational Studies in Mathematics, 59, 235–268. https://doi.org/10.1007/s10649-005-5889-z
2. Barquero, B., Bosch, M., Florensa, I., & Ruiz-Munzón, N. (2021). Study and research paths in the frontier between paradigms. International Journal of Mathematical Education in Science and Technology, 53(5), 1–17. https://doi.org/10.1080/0020739X.2021.1988166
3. Bosch, M., & Gascón, J. (2006). Twenty-five years of the didactic transposition. ICMI Bulletin, 58, 51–65.
4. Bosch, M., & Chevallard, Y. (2019). A short (and somewhat subjective) glossary of the ATD. In M. Bosch, Y. Chevallard, F. J. García & J. Monaghan (Eds.), Working with the anthropological theory of the didactic in mathematics education (pp. xviii–xxxvii). Routledge.
5. Bosch, M., & Winsløw, C. (2020). The external didactic transposition of mathematics at the university level: dilemmas and challenges. La transposition didactique externe des mathématiques au niveau universitaire: dilemmes et défis. Educação Matemática Pesquisa: Revista Do Programa De Estudos Pós-Graduados Em Educação Matemática, 22(4), 373–386. https://doi.org/10.23925/1983-3156.2020V22I4P373-386
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