Conceptualizing teachers’ interactions with resources in crossing languages and cultures
Author:
Publisher
Springer Science and Business Media LLC
Subject
General Mathematics,Education
Link
https://link.springer.com/content/pdf/10.1007/s11858-023-01488-1.pdf
Reference112 articles.
1. Adler, J. (1999). The dilemma of transparency: Seeing and seeing through talk in the mathematics classroom. Journal for Research in Mathematics Education, 30(1), 47–64. http://www.jstor.org/stable/749629.
2. Adler, J. (2000). Conceptualising resources as a theme for mathematics teacher education. The Journal of Mathematics Teacher Education, 3(3), 205–224. https://doi.org/10.1023/A:1009903206236.
3. Adler, J. (2001). Teaching mathematics in multilingual classrooms. Kluwer Academic Publishers. https://doi.org/10.1007/0-306-47229-5.
4. Adler, J. (2012). Knowledge resources in and for school mathematics teaching. In G. Gueudet, B. Pepin, & L. Trouche (Eds.), From Text to ‘Lived’ Resources: Mathematics Curriculum Materials and Teacher Development (pp. 3–22). Springer. https://doi.org/10.1007/978-94-007-1966-8_1
5. Adler, J. (2021). Levering change: the contributory role of a mathematics teaching framework. ZDM - Mathematics Education 53(6), 1189–1206. https://link.springer.com/article/10.1007/s11858-021-01273-y
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