Defining the Problems of Mathematics Education, Getting the Description Right and Making It Count: Jill Adler’s Contribution and Beyond

Author:

le Roux Kate,Mwakapenda Willy,Pournara Craig,Chitera Nancy,Pillay Vasen,Tobias Bruce

Publisher

Springer International Publishing

Reference50 articles.

1. Adler, J. (1995). Dilemmas and a paradox: Secondary mathematics teachers’ knowledge of their teaching in multilingual classrooms. Teaching and Teacher Education, 11, 263–274.

2. Adler, J. (1997). A participatory-inquiry approach and the mediation of mathematical knowledge in a multilingual classroom. Educational Studies in Mathematics, 33, 235–258.

3. Adler, J. (1998a). A language of teaching dilemmas: Unlocking the complex multilingual secondary mathematics classroom. For the Learning of Mathematics, 18(1), 24–33.

4. Adler, J. (1998b). Lights and limits: Recontextualising Lave and Wenger to theorise knowledge of teaching and of learning school mathematics. In A. Watson (Ed.), Situated cognition and the learning of mathematics (pp. 161–177). Oxford: Department of Educational Studies, University of Oxford.

5. Adler, J. (1999). The dilemma of transparency: Seeing and seeing through talk in the mathematics classroom. Journal for Research in Mathematics Education, 30, 47–64.

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