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Managing students’ non-canonical approaches to solving equations: Linguistic resources teachers use to respond to students’ mathematical work ...
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Managing students’ non-canonical approaches to solving equations: Linguistic resources teachers use to respond to students’ mathematical work
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Enabling mathematical discourse for English learners during secondary mathematics lessons
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A workshop on the epistemology and didactics of mathematical structuralism
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In: Advances in the Anthropological Theory of the Didactic and their Consequences in Curricula and in Teacher Education ; https://hal.archives-ouvertes.fr/hal-03275633 ; Yves Chevallard; Berta Barquero Farràs; Marianna Bosch; Ignasi Florensa; Josep Gascón; Pedro Nicolás; Noemí Ruiz-Munzón. Advances in the Anthropological Theory of the Didactic and their Consequences in Curricula and in Teacher Education, Springer Nature Switzerland AG, 2021 (2021)
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Maths was fine until they brought the alphabet into it: An examination of Irish 14-year-olds' knowledge of initial algebra
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Conceptual metaphors for isomorphism and homomorphism: Instructors’ descriptions for themselves and when teaching
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| 7 |
How specific can language as resource become for the teaching of algebraic concepts?
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Impacts of Discourse on Algebra Achievement, Higher-Order Thinking, and Student Efficacy at the Secondary Level
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In: Masters of Arts in Education Action Research Papers (2021)
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Examining English Language Learners' Learning Needs Through the Lens of Algebra Curriculum Materials
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In: Faculty Publications (2021)
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Student Perceptions of Formative Feedback in Mathematics
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In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2021)
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Teaching students in heterogeneous and homogeneous Algebra II classes: teacher’s perspectives and student performance
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| 12 |
Epistemic Semantics in Guarded String Models
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In: Proceedings of the Society for Computation in Linguistics (2021)
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Sobre álgebra y sintaxis
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In: Revista Española de Lingüística, ISSN 2254-8769, Año nº 51, Fasc. 2, 2021, pags. 79-92 (2021)
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Introducing group theory with its raison d'etre for students
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In: INDRUM 2020 ; https://hal.archives-ouvertes.fr/hal-03113982 ; INDRUM 2020, Université de Carthage, Université de Montpellier, Sep 2020, Cyberspace (virtually from Bizerte), Tunisia (2020)
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Desafios e tensões de professores de matemática na dinamização de discussões em temas da Álgebra
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The role of the teacher in fostering students’ evolution across different layers of generalization by means of argumentation
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