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Recignising commonalities and reconciling differences in mathematics education
10 references·0 citing·27 second hop
Recignising commonalities and reconciling differences in mathematics education (2002)Recignising commonalities and reconciling…Learning and Awareness (2013)Learning and AwarenessResearch Mathematicians as Learners—and what mathematics education can learn from them (2001)Research Mathematicians as Le…Why Is Intuition So Important to Mathematicians but Missing from Mathematics Education (1999)Why Is Intuition So Important…Semiotic Mediation: from History to Mathematics Classroom (1999)Semiotic Mediation: from Hist…Identity and agency in cultural worlds (1999)Identity and agency in cultur…Communities of practice learning, meaning, and identity (1999)Communities of practice learn…Communities of Practice (1998)Communities of PracticeMoving towards a feminist epistemology of mathematics (1995)Moving towards a feminist epi…Situated Learning: Legitimate Peripheral Participation. (1994)Situated Learning: Legitimate…Situated Learning (1991)Situated LearningSituated Knowledges: The Science Question in Feminism and the Privilege of Partial Perspective (1988)Culture and the Self: Implications for Cognition, Emotion, and Motivation (1991)Language and Agency (2001)Understanding the science experiences of successful women of color: Science identity as an analytic lens (2007)Understanding teacher identity: an overview of issues in the literature and implications for teacher education (2009)Reflections on Gender and Science (1987)Investigar, ensinar e aprender 1 (2003)Identity as a lens to understand learning mathematics: Developing a model. (2008)Knowledge and Social Imagery (1977)The Science Question in Feminism (1986)The science question in feminism (1987)Writing Mathematically: The Discourse of 'Investigation' (1998)Mind in Society: The Development of Higher Psychological Processes (1978)Dürer's Paradox or Why an Ellipse Is Not Egg-Shaped (1990)Hidden lessons: How a focus on slope-like properties of quadratic functions encouraged unexpected generalizations (2008)Geometry and the Visual Arts (2011)Expansive Learning at Work: Toward an activity theoretical reconceptualization (2001)Clusters and knowledge: local buzz, global pipelines and the process of knowledge creation (2004)Problem-Based Learning: What and How Do Students Learn? (2004)Relations between teachers' approaches to teaching and students' approaches to learning (1999)What the Student Does: teaching for enhanced learning (1999)Sustainable Assessment: Rethinking assessment for the learning society (2000)Situated Cognition and the Culture of Learning (1989)Organizational Learning and Communities-of-Practice: Toward a Unified View of Working, Learning, and Innovation (1991)What Video Games Have to Teach Us about Learning and Literacy (2004)What video games have to teach us about learning and literacy (2003)Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education (2005)
this work references cited by second hop

References

  • 1994Situated Learning: Legitimate Peripheral Participation.39,454 cited
  • 1991Situated Learning33,773 cited
  • 1999Communities of practice learning, meaning, and identity28,353 cited
  • 1998Communities of Practice23,452 cited
  • 1999Identity and agency in cultural worlds4,064 cited
  • 2013Learning and Awareness3,699 cited
  • 1995Moving towards a feminist epistemology of mathematics139 cited
  • 1999Why Is Intuition So Important to Mathematicians but Missing from Mathematics Education68 cited
  • 1999Semiotic Mediation: from History to Mathematics Classroom63 cited
  • 2001Research Mathematicians as Learners—and what mathematics education can learn from them60 cited

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