From “Presenting Inquiry Results” to “Mathematizing at the Board as Part of Inquiry”: A Commognitive Look at Familiar Student Practice-Reference-Cited by-同舟云学术

From “Presenting Inquiry Results” to “Mathematizing at the Board as Part of Inquiry”: A Commognitive Look at Familiar Student Practice

Published:2022 Issue: Volume: Page:491-512
ISSN:1869-4918
Container-title:Practice-Oriented Research in Tertiary Mathematics Education
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Author:

Kontorovich Igor’^ORCID,L’Italien-Bruneau Rox-Anne,Greenwood Sina^ORCID

Publisher

Springer International Publishing

Link

https://link.springer.com/content/pdf/10.1007/978-3-031-14175-1_24

Reference58 articles.

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2. Artigue, M., & Blomhøj, M. (2013). Conceptualizing inquiry-based education in mathematics. ZDM Mathematics Education, 45, 797–810. https://doi.org/10.1007/s11858-013-0506-6

3. Artemeva, N., & Fox, J. (2011). The writing’s on the board: The global and the local in teaching undergraduate mathematics through chalk talk. Written Communication, 28(4), 345–379. https://doi.org/10.1177/0741088311419630

4. Barany, M. J. (2020). Histories of mathematical practice: Reconstruction, genealogy, and the unruly pasts of ruly knowledge. ZDM Mathematics Education, 52, 1075–1086. https://doi.org/10.1007/s11858-020-01175-5

5. Bazerman, C. (2010). Scientific knowledge, public knowledge, and public policy: Genre formation and disruption of knowledge for acting about global warming. Linguagem em (Dis)curso, Palhoça, SC, 10, 445–463. https://doi.org/10.1590/s1518-76322010000300002

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