Pub Date : 2023-11-09DOI: 10.1007/s11858-023-01531-1
Saskia Schreiter, Anja Friedrich, Hannah Fuhr, Sarah Malone, Roland Brünken, Jochen Kuhn, Markus Vogel
Abstract Statistical and data literacy have emerged as key competencies in the 21st-century. Science, technology, engineering, and mathematics (STEM) curricula have been adapted in various countries to place increased emphasis on proficient data use and statistical comprehension. Consequently, there is a need for an adequate education and professional training of STEM teachers. This systematic review analyzes and synthesizes research on teachers’ statistical and data literacy in K-12 STEM education. A total of 42 articles were analyzed, with a specific focus on teacher variables, teacher education, and their impact on classroom practice. The findings emphasize the recent emergence of research in this domain, particularly focusing on statistical literacy, with mathematics being the dominant STEM domain explored. Most studies examined cognitive variables of both pre-service and in-service teachers, revealing relevant gaps in knowledge and skills related to statistical and data literacy. Limited attention was given to teachers’ affective variables. Research on the complex relationships between teacher variables, their teaching practices, and their students’ learning is scarce, necessitating further investigation. Several pedagogical approaches to prepare STEM teachers for promoting statistical and data literacy in their classrooms were identified. Positive impacts on teachers’ cognitive and affective variables were observed, but longitudinal effects and transfer to classroom practice require further inquiry. As curricula worldwide increasingly emphasize statistical and data literacy, this review underscores the necessity of enhancing teachers' competencies, advocates for tailored pedagogical approaches, and emphasizes the need for further research to shape effective instruction in K-12 STEM education.
{"title":"Teaching for statistical and data literacy in K-12 STEM education: a systematic review on teacher variables, teacher education, and impacts on classroom practice","authors":"Saskia Schreiter, Anja Friedrich, Hannah Fuhr, Sarah Malone, Roland Brünken, Jochen Kuhn, Markus Vogel","doi":"10.1007/s11858-023-01531-1","DOIUrl":"https://doi.org/10.1007/s11858-023-01531-1","url":null,"abstract":"Abstract Statistical and data literacy have emerged as key competencies in the 21st-century. Science, technology, engineering, and mathematics (STEM) curricula have been adapted in various countries to place increased emphasis on proficient data use and statistical comprehension. Consequently, there is a need for an adequate education and professional training of STEM teachers. This systematic review analyzes and synthesizes research on teachers’ statistical and data literacy in K-12 STEM education. A total of 42 articles were analyzed, with a specific focus on teacher variables, teacher education, and their impact on classroom practice. The findings emphasize the recent emergence of research in this domain, particularly focusing on statistical literacy, with mathematics being the dominant STEM domain explored. Most studies examined cognitive variables of both pre-service and in-service teachers, revealing relevant gaps in knowledge and skills related to statistical and data literacy. Limited attention was given to teachers’ affective variables. Research on the complex relationships between teacher variables, their teaching practices, and their students’ learning is scarce, necessitating further investigation. Several pedagogical approaches to prepare STEM teachers for promoting statistical and data literacy in their classrooms were identified. Positive impacts on teachers’ cognitive and affective variables were observed, but longitudinal effects and transfer to classroom practice require further inquiry. As curricula worldwide increasingly emphasize statistical and data literacy, this review underscores the necessity of enhancing teachers' competencies, advocates for tailored pedagogical approaches, and emphasizes the need for further research to shape effective instruction in K-12 STEM education.","PeriodicalId":51441,"journal":{"name":"Zdm-Mathematics Education","volume":" 18","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135242965","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This special issue introduces recent research on mathematics in interdisciplinary STEM education. STEM education is widely promoted by governments around the world as a way of boosting students’ interest and achievement in science, technology, engineering, and mathematics and preparing STEM-qualified workers for twenty-first century careers. However, the role of mathematics in STEM education often appears to be marginal, and we do not understand well enough how mathematics contributes to STEM-based problem-solving or how STEM education experiences enhance students’ learning of mathematics. In this survey paper, we present a narrative review of empirical and conceptual research literature, published between 2017 and 2022. These literature sources are organised by a framework comprising five thematic clusters: (1) interdisciplinary curriculum models and approaches; (2) student outcomes and experiences; (3) teacher preparation and professional development; (4) classroom implementation and task design; and (5) policy, structures, and leadership. We use the framework to provide an overview of the papers in this issue and to propose directions for future research. These include: investigating methods and rationales for connecting the constituent STEM disciplines so as to preserve the disciplinary integrity of mathematics; clarifying what is meant by student “success” in interdisciplinary STEM programs, projects, and other educational approaches; moving beyond classroom practices that position mathematics as just a tool for solving problems in other disciplines; understanding what makes a STEM task mathematically rich; and asking how STEM education research can productively shape STEM education policy.
{"title":"Mathematics and interdisciplinary STEM education: recent developments and future directions","authors":"Merrilyn Goos, Susana Carreira, Immaculate Kizito Namukasa","doi":"10.1007/s11858-023-01533-z","DOIUrl":"https://doi.org/10.1007/s11858-023-01533-z","url":null,"abstract":"Abstract This special issue introduces recent research on mathematics in interdisciplinary STEM education. STEM education is widely promoted by governments around the world as a way of boosting students’ interest and achievement in science, technology, engineering, and mathematics and preparing STEM-qualified workers for twenty-first century careers. However, the role of mathematics in STEM education often appears to be marginal, and we do not understand well enough how mathematics contributes to STEM-based problem-solving or how STEM education experiences enhance students’ learning of mathematics. In this survey paper, we present a narrative review of empirical and conceptual research literature, published between 2017 and 2022. These literature sources are organised by a framework comprising five thematic clusters: (1) interdisciplinary curriculum models and approaches; (2) student outcomes and experiences; (3) teacher preparation and professional development; (4) classroom implementation and task design; and (5) policy, structures, and leadership. We use the framework to provide an overview of the papers in this issue and to propose directions for future research. These include: investigating methods and rationales for connecting the constituent STEM disciplines so as to preserve the disciplinary integrity of mathematics; clarifying what is meant by student “success” in interdisciplinary STEM programs, projects, and other educational approaches; moving beyond classroom practices that position mathematics as just a tool for solving problems in other disciplines; understanding what makes a STEM task mathematically rich; and asking how STEM education research can productively shape STEM education policy.","PeriodicalId":51441,"journal":{"name":"Zdm-Mathematics Education","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135871306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-29DOI: 10.1007/s11858-023-01534-y
Immaculate K. Namukasa, Zeynep Gecu-Parmaksiz, Janette Hughes, Ricardo Scucuglia
{"title":"Technology maker practices in mathematics learning in STEM contexts: a case in Brazil and two cases in Canada","authors":"Immaculate K. Namukasa, Zeynep Gecu-Parmaksiz, Janette Hughes, Ricardo Scucuglia","doi":"10.1007/s11858-023-01534-y","DOIUrl":"https://doi.org/10.1007/s11858-023-01534-y","url":null,"abstract":"","PeriodicalId":51441,"journal":{"name":"Zdm-Mathematics Education","volume":"18 11","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136158129","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-27DOI: 10.1007/s11858-023-01528-w
Zaira Ortiz-Laso, José-Manuel Diego-Mantecón, Zsolt Lavicza, Teresa F. Blanco
Abstract This article is aimed at educators concerned with curricular initiatives that foster STE(A)M projects in secondary education to promote mathematics competencies. Research has recently reported that these projects superficially address mathematics content, hampering the development of competencies the consensus deems necessary to prepare citizens for daily life. This study shows that learning goals may be achieved when teachers receive personalised training and sustained assistance in their project experiences. We examine how two Spanish teachers, with advisors’ support, progress in exploiting mathematics competencies within the implementation of a single project each over a period of 3 years. Their evolution was not the result of minor recommendations but of continuous interactions with the advisors. These interactions intended to maintain a balance between teacher confidence and project enhancements, which required commitment and constancy. Four of the five competencies considered in the Spanish curriculum emerged powerfully after sustained refinement. The frequently mobilised competencies were intra-mathematics, representations, as well as collaborative work and positive identity, followed by modelling. The last of which was difficult to address, but when it was, the other three emerged more naturally. Computational thinking was poorly represented mainly because of the advisors’ background and its recent incorporation into the reference curriculum. The teachers’ progress was influenced by the advisor’s academic background, pedagogical expertise, ability to transfer research outcomes into teaching, and experience supporting others.
{"title":"Teacher growth in exploiting mathematics competencies through STEAM projects","authors":"Zaira Ortiz-Laso, José-Manuel Diego-Mantecón, Zsolt Lavicza, Teresa F. Blanco","doi":"10.1007/s11858-023-01528-w","DOIUrl":"https://doi.org/10.1007/s11858-023-01528-w","url":null,"abstract":"Abstract This article is aimed at educators concerned with curricular initiatives that foster STE(A)M projects in secondary education to promote mathematics competencies. Research has recently reported that these projects superficially address mathematics content, hampering the development of competencies the consensus deems necessary to prepare citizens for daily life. This study shows that learning goals may be achieved when teachers receive personalised training and sustained assistance in their project experiences. We examine how two Spanish teachers, with advisors’ support, progress in exploiting mathematics competencies within the implementation of a single project each over a period of 3 years. Their evolution was not the result of minor recommendations but of continuous interactions with the advisors. These interactions intended to maintain a balance between teacher confidence and project enhancements, which required commitment and constancy. Four of the five competencies considered in the Spanish curriculum emerged powerfully after sustained refinement. The frequently mobilised competencies were intra-mathematics, representations, as well as collaborative work and positive identity, followed by modelling. The last of which was difficult to address, but when it was, the other three emerged more naturally. Computational thinking was poorly represented mainly because of the advisors’ background and its recent incorporation into the reference curriculum. The teachers’ progress was influenced by the advisor’s academic background, pedagogical expertise, ability to transfer research outcomes into teaching, and experience supporting others.","PeriodicalId":51441,"journal":{"name":"Zdm-Mathematics Education","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136318290","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Mathematical modelling (MM) plays a pivotal role in the integration of Science, Technology, Engineering and Mathematics (STEM) into school studies. This current empirical study suggests using a four-step solution plan as a scaffolding tool during the instruction of MM tasks in a STEM context in formal school mathematics. The study goals are twofold; first to recognise MM-oriented scaffolding practices of teachers during observations of their instruction of MM tasks. Second, to explore the differences in type and quantity of the recognised scaffolding practices, while comparing MM task instruction in a STEM context of expert and novice teachers. Using a multiple case study design, we conducted an in-depth study of MM scaffolding practices implemented during instruction of three MM tasks in a STEM context (the ‘Mobileye’, ‘Gamma correction’, and ‘GPS’ MM tasks) taught by three expert teachers and five novice teachers, in a total of five lessons for each group. Findings revealed three types of practices to support a particular solution plan step, enact the transition between solution plan steps, and motivate students' MM learning. A similar distribution of practices between expert and novice teachers was revealed, while support in each step of the solution plan was evident to all, especially during the mathematical search step. The study provides a perspective on the necessary practices that may take place in modelling instruction in a STEM context.
{"title":"Scaffolding practices for modelling instruction in STEM-related contexts: insights from expert and novice teachers","authors":"Hans-Stefan Siller, Ortal Nitzan-Tamar, Zehavit Kohen","doi":"10.1007/s11858-023-01529-9","DOIUrl":"https://doi.org/10.1007/s11858-023-01529-9","url":null,"abstract":"Abstract Mathematical modelling (MM) plays a pivotal role in the integration of Science, Technology, Engineering and Mathematics (STEM) into school studies. This current empirical study suggests using a four-step solution plan as a scaffolding tool during the instruction of MM tasks in a STEM context in formal school mathematics. The study goals are twofold; first to recognise MM-oriented scaffolding practices of teachers during observations of their instruction of MM tasks. Second, to explore the differences in type and quantity of the recognised scaffolding practices, while comparing MM task instruction in a STEM context of expert and novice teachers. Using a multiple case study design, we conducted an in-depth study of MM scaffolding practices implemented during instruction of three MM tasks in a STEM context (the ‘Mobileye’, ‘Gamma correction’, and ‘GPS’ MM tasks) taught by three expert teachers and five novice teachers, in a total of five lessons for each group. Findings revealed three types of practices to support a particular solution plan step, enact the transition between solution plan steps, and motivate students' MM learning. A similar distribution of practices between expert and novice teachers was revealed, while support in each step of the solution plan was evident to all, especially during the mathematical search step. The study provides a perspective on the necessary practices that may take place in modelling instruction in a STEM context.","PeriodicalId":51441,"journal":{"name":"Zdm-Mathematics Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135216903","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-21DOI: 10.1007/s11858-023-01527-x
Jonas Weyers, Johannes König, Thorsten Scheiner, Rossella Santagata, Gabriele Kaiser
Abstract The teacher noticing construct is widely recognized in teacher competence and education research, particularly in the field of mathematics education. This paper surveys recent research on mathematics teacher noticing published between July 2019 and 2022, following an earlier literature review on teacher noticing across different disciplines. The study presented here analyzed 118 English-language articles published in peer-reviewed journals, focusing on conceptualizations, research methods, and relationships with other constructs, including teacher knowledge and beliefs. The findings suggest that the cognitive-psychological perspective on noticing, which emphasizes a set of cognitive processes, remains the predominant conceptualization. Recent research on noticing is characterized by a high proportion of studies based on small samples and qualitative research methods. While several studies have demonstrated the interrelatedness of noticing and professional knowledge, the relationship between noticing and beliefs and between noticing and instructional quality has rarely been addressed. Based on these findings, we highlight noteworthy contributions and critical shortcomings, and suggest directions for future research.
{"title":"Teacher noticing in mathematics education: a review of recent developments","authors":"Jonas Weyers, Johannes König, Thorsten Scheiner, Rossella Santagata, Gabriele Kaiser","doi":"10.1007/s11858-023-01527-x","DOIUrl":"https://doi.org/10.1007/s11858-023-01527-x","url":null,"abstract":"Abstract The teacher noticing construct is widely recognized in teacher competence and education research, particularly in the field of mathematics education. This paper surveys recent research on mathematics teacher noticing published between July 2019 and 2022, following an earlier literature review on teacher noticing across different disciplines. The study presented here analyzed 118 English-language articles published in peer-reviewed journals, focusing on conceptualizations, research methods, and relationships with other constructs, including teacher knowledge and beliefs. The findings suggest that the cognitive-psychological perspective on noticing, which emphasizes a set of cognitive processes, remains the predominant conceptualization. Recent research on noticing is characterized by a high proportion of studies based on small samples and qualitative research methods. While several studies have demonstrated the interrelatedness of noticing and professional knowledge, the relationship between noticing and beliefs and between noticing and instructional quality has rarely been addressed. Based on these findings, we highlight noteworthy contributions and critical shortcomings, and suggest directions for future research.","PeriodicalId":51441,"journal":{"name":"Zdm-Mathematics Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135512056","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-14DOI: 10.1007/s11858-023-01523-1
Carlos A. LópezLeiva, Domingo de la Cruz Gómez, María Gómez Pérez, Juan Castro Cutz
Abstract Numbers and languages are present around the world. While mathematics is deemed as universal, communities around the world have developed mathematical practices that align with their specific context and needs. Rooted in an Indigenous epistemological framework, this manuscript presents a dialogue among four co-researchers and teachers retelling their experiences teaching and learning Mesoamerican numbers in both monolingual (Spanish) and bilingual (Ixil and Spanish) contexts. With a strong desire to learn about and reconnect with the forces of Indigenous mathematical thought and language that move within the teaching and learning of these numbers, the authors collectively reflected on their “tellings” of prior work. It is worthy of note that these reflections on teaching and learning processes of naming Mesoamerican numbers, their symbols, and numerical values help realize that these concepts are more fully animated when presented in contexts that are onto-epistemologically relevant.
{"title":"Reconnecting with the mathematical thought of the Mesoamerican numbers in Ixil: an onto-epistemological dialogue","authors":"Carlos A. LópezLeiva, Domingo de la Cruz Gómez, María Gómez Pérez, Juan Castro Cutz","doi":"10.1007/s11858-023-01523-1","DOIUrl":"https://doi.org/10.1007/s11858-023-01523-1","url":null,"abstract":"Abstract Numbers and languages are present around the world. While mathematics is deemed as universal, communities around the world have developed mathematical practices that align with their specific context and needs. Rooted in an Indigenous epistemological framework, this manuscript presents a dialogue among four co-researchers and teachers retelling their experiences teaching and learning Mesoamerican numbers in both monolingual (Spanish) and bilingual (Ixil and Spanish) contexts. With a strong desire to learn about and reconnect with the forces of Indigenous mathematical thought and language that move within the teaching and learning of these numbers, the authors collectively reflected on their “tellings” of prior work. It is worthy of note that these reflections on teaching and learning processes of naming Mesoamerican numbers, their symbols, and numerical values help realize that these concepts are more fully animated when presented in contexts that are onto-epistemologically relevant.","PeriodicalId":51441,"journal":{"name":"Zdm-Mathematics Education","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135803568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-10DOI: 10.1007/s11858-023-01526-y
Christina M. Krause
Abstract Research on language in mathematics education is largely dominated by a ‘normalcy’ of spoken languages. This modal hegemony does not only affect a whole group of learners in failing to provide access that is epistemologically equitable—those using sign language as their preferred mode for mathematical discourse—it also obscures our view on the roles language can play in mathematical thinking and learning. As a field, we can only win from seeking to understand Deaf learners of mathematics beyond a disability, as learners of mathematics with a specific linguistic background that influences mathematical thinking and learning in peculiar ways. In this contribution, I suggest a shift in mindset towards a more inclusive view on language in mathematics education research and practice. I propose basic principles to inform a perspective for reconsidering the role of language in mathematics thinking and learning, inspired by work of philosopher Francois Jullien. This perspective counters a perspective that merely integrates sign language into existing research and instead searches for dialogue between linguistic modalities in learning mathematics, looking beyond language as spoken or written. This approach will be illustrated by the case of the modal affordance of iconicity foregrounded in signed mathematical discourse, its role in Deaf students’ mathematics thinking and learning, and how this can inform existing research and practice dealing with language in mathematics education.
{"title":"Facing and challenging language ideologies towards a more inclusive understanding of language in mathematics education research—the case of sign languages","authors":"Christina M. Krause","doi":"10.1007/s11858-023-01526-y","DOIUrl":"https://doi.org/10.1007/s11858-023-01526-y","url":null,"abstract":"Abstract Research on language in mathematics education is largely dominated by a ‘normalcy’ of spoken languages. This modal hegemony does not only affect a whole group of learners in failing to provide access that is epistemologically equitable—those using sign language as their preferred mode for mathematical discourse—it also obscures our view on the roles language can play in mathematical thinking and learning. As a field, we can only win from seeking to understand Deaf learners of mathematics beyond a disability, as learners of mathematics with a specific linguistic background that influences mathematical thinking and learning in peculiar ways. In this contribution, I suggest a shift in mindset towards a more inclusive view on language in mathematics education research and practice. I propose basic principles to inform a perspective for reconsidering the role of language in mathematics thinking and learning, inspired by work of philosopher Francois Jullien. This perspective counters a perspective that merely integrates sign language into existing research and instead searches for dialogue between linguistic modalities in learning mathematics, looking beyond language as spoken or written. This approach will be illustrated by the case of the modal affordance of iconicity foregrounded in signed mathematical discourse, its role in Deaf students’ mathematics thinking and learning, and how this can inform existing research and practice dealing with language in mathematics education.","PeriodicalId":51441,"journal":{"name":"Zdm-Mathematics Education","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136294592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-05DOI: 10.1007/s11858-023-01525-z
Higinio Dominguez, Miwa Aoki Takeuchi, Marta Civil
{"title":"Three embodied voices speaking on/to research on language, mathematics, and the learner","authors":"Higinio Dominguez, Miwa Aoki Takeuchi, Marta Civil","doi":"10.1007/s11858-023-01525-z","DOIUrl":"https://doi.org/10.1007/s11858-023-01525-z","url":null,"abstract":"","PeriodicalId":51441,"journal":{"name":"Zdm-Mathematics Education","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135481716","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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