Vorwort: Zum Inhalt dieses Buches
Author:
Publisher
Springer Fachmedien Wiesbaden
Link
https://link.springer.com/content/pdf/10.1007/978-3-658-42120-5_1
Reference27 articles.
1. Artigue, M.; Haspekian, M. & Corblin-Lenfant, A. (2014). Introduction to the Theory of Didactical Situations (TDS). In A. Bikner-Ahsbahs & S. Prediger (Eds.), Networking of Theories as a Research Practice in Mathematics Education (pp. 47–65). New York: Springer. https://doi.org/10.1007/978-3-319-05389-9_4.
2. Arzarello, F. & Sabena, C. (2014). Introduction to the Approach of Action, Production, and Communication (APC). In A. Bikner-Ahsbahs & S. Prediger (Eds.), Networking of Theories as a Research Practice in Mathematics Education (pp. 31–45). New York: Springer. https://doi.org/10.1007/978-3-319-05389-9_3.
3. Bikner-Ahsbahs, A. & Prediger, S. (Eds.) (2014). Networking of Theories as a Research Practice in Mathematics Education. New York: Springer. https://doi.org/10.1007/978-3-319-05389-9.
4. Bikner-Ahsbahs, A. (2005). Mathematikinteresse zwischen Subjekt und Situation. Theorie interessendichter Situationen – Baustein für eine mathematikdidaktische Interessentheorie. Hildesheim: Franzbecker.
5. Bosch, M. & Gascón, J. (2014). Introduction to the Anthropological Theory of the Didactic (ATD). In A. Bikner-Ahsbahs & S. Prediger (Eds.), Networking of Theories as a Research Practice in Mathematics Education (pp. 67–83). New York: Springer.
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