Learning about ‘learning identities’ in the school arithmetic practice: The experience of two young minority Gypsy girls in the Greek context of education

Author:

Chronaki Anna

Publisher

Springer Science and Business Media LLC

Subject

Developmental and Educational Psychology,Education

Reference25 articles.

1. Abreu, G. de (1993).The relationship between home and school mathematics in a farming community in rural Brazil. Unpublished doctoral dissertation. Cambridge, UK: University of Cambridge.

2. Abreu, G. de (2002). Towards a cultural psychology perspective on transitions between contexts of mathematical practices. In G. de Abreu, A.J. Bishop, & N.C. Presmeg (Eds.),Transitions between contexts of mathematical practices (pp. 173–192). Dordrecht, The Netherlands: Kluwer Academic Publishers.

3. Abreu, G. de, Bishop, A.J., & Presmeg, N.C. (Eds.). (2002).Transitions between contexts of mathematical practices. Dordrecht, The Netherlands: Kluwer Academic Publishers.

4. Apple, M. (1995). Taking power seriously: New directions in equity in mathematics education and beyond. In W.G. Secada, E. Fennema, & L.B. Adajian (Eds.),New directions for equity in mathematics education (pp. 329–349). Cambridge: Cambridge University Press.

5. Chronaki, A. (2000). Teaching maths through theme-based resources: Pedagogic style, ‘theme’ and ‘maths’ in lessons.Educational Studies in Mathematics 42, 141–163.

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