Future Teachers’ Knowledge of Real Numbers
Author:
Publisher
Springer Nature Switzerland
Link
https://link.springer.com/content/pdf/10.1007/978-3-031-55939-6_50
Reference7 articles.
1. Barquero, B., & Winsløw, C. (2022). Preservice secondary school teachers revisiting real numbers: a striking instance of Klein’s second discontinuity. In R. Biehler, M. Liebendörfer, G. Gueudet, C. Rasmussen, & C. Winsløw (Eds), Practice-oriented research in tertiary mathematics education (pp. 513–531). Springer. https://doi.org/10.1007/978-3-031-14175-1_25
2. Chevallard, Y. (2019). Introducing the anthropological theory of the didactic: An attempt at a principled approach. Hiroshima Journal of Mathematics Education, 12, 71–114.
3. González-Martín, A. S., Giraldo, V., & Souto, A. M. (2013). The introduction of real numbers in secondary education: An institutional analysis of textbooks. Research in Mathematics Education, 15(3), 230–248. https://doi.org/10.1080/14794802.2013.803778
4. Klein, F. (2016). Elementary mathematics from a higher standpoint: Volume I: arithmetic, algebra, analysis (G. Schubring, Trans.). Springer. (Original work published 1908). https://doi.org/10.1007/978-3-662-49442-4
5. Sultan, A., & Artzt, A. F. (2018). The mathematics that every secondary school math teacher needs to know (2nd ed.). Routledge.
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