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  • 1.
    Bergsten, Christer
    et al.
    Linköping University.
    Jablonka, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Interpreting students' reasoning through the lens of two different languages of description: integration or juxtaposition?2010In: Proceedings of the Sixth Congress of the European Society for Research in Mathematics Education: January 28th - February 1st 2009 / [ed] Viviane Durand-Guerrier; Sophie Soury-Lavergne; Ferdinando Arzarello, Institut National de Recherche Pédagogique , 2010, p. 1555-1564Conference paper (Refereed)
    Abstract [en]

    This contribution exemplifies the interpretation of a common set of data by using two languages of description originating from different theoretical perspectives. One account uses categories from a psychological and the other from a sociological perspective. The interpretations result in different explanations for the students' struggles with sense making. However, the results cannot be integrated into a combined insight, but only be juxtaposed.

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  • 2.
    Bergsten, Christer
    et al.
    Linköping University.
    Jablonka, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Klisinska, Anna
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    A remark on didactic transposition theory2010In: Mathematics and mathematics education: Cultural and social dimensions: Proceedings of MADIF7, Stockholm, January 26-27, 2010 / [ed] Christer Bergsten; Eva Jablonka; Tine Wedege, Linköping: Svensk förening för MatematikDidaktisk Forskning - SMDF, 2010, p. 58-68Conference paper (Refereed)
  • 3.
    Bergsten, Christer
    et al.
    Linköpings universitet.
    Jablonka, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Klisinska, Anna
    Reproduction and distribution of mathematical knowledge in higher education: constructing insiders and outsiders2010In: Proceedings of the Sixth International Mathematics Education and Society Conference / [ed] Uwe Gellert; Eva Jablonka; Candia Morgan, Berlin: Freie Universität Berlin , 2010, Vol. 1, p. 150-160Conference paper (Refereed)
    Abstract [en]

    The design and conduct of calculus courses has been and is an object of curricular debates and reforms. By the reconstruction of the establishment of the mathematical sub-area now called ‘calculus' and its fundamental theorem as a piece of institutionalized mathematical knowledge for the purpose of its reproduction, we reconsider the notion of knowledge recontextualization within the field of knowledge production by showing that standardization of knowledge evolves in a dynamic relationship with its production. Interviews with mathematicians suggest that they, as teachers, create different recontextualization principles. In undergraduate teaching calculus they suggest to include the criteria of the field of knowledge production (e.g. proof) for the future ‘insiders', while for those who will not pursue a career within this field, the ‘outsiders', the criteria change towards computational efficiency.

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  • 4. Clarke, D.
    et al.
    Jablonka, Eva
    Williams, G.
    The configuration and analysis of complex classroom data using vprism2002In: Proceedings of the tenth annual meeting of the Southern African Association for Research in Mathematics, Science and Technology Education: SAARMSTE / [ed] C. Malcolm; C. Lubisi, University of Natal , 2002, Vol. 4, p. 10-14Conference paper (Refereed)
  • 5. Clarke, D.
    et al.
    Mesiti, C.
    Jablonka, Eva
    Mok, I.
    Addressing the challenge of legitimate international comparisons: lesson structure in the USA, Germany and Japan2006In: Making Connections: Comparing Mathematics Classrooms Around the World, Rotterdam: Sense Publishers, 2006, p. 23-46Chapter in book (Other academic)
  • 6. Clarke, David
    et al.
    Eamnuelsson, Jonas
    Göteborgs universitet.
    Jablonka, Eva
    Mok, Ida
    Hong Kong University.
    The learner's perspective study and international comparisons of classroom practice2006In: Making Connections: Comparing Mathematics Classrooms Around the World, Rotterdam: Sense Publishers, 2006, p. 1-22Chapter in book (Other academic)
  • 7.
    Clarke, David
    et al.
    ICCR.
    Emanuelsson, JonasGöteborgs universitet.Jablonka, EvaMok, IdaUniversity of Hongkong.
    Making connections: comparing mathematics classrooms around the world2006Collection (editor) (Other academic)
  • 8.
    Clarke, David
    et al.
    International Centre for Classroom Research, University of Melbourne.
    Mesiti, Carmel
    International Centre for Classroom Research, University of Melbourne.
    O'Keefe, Catherine
    International Centre for Classroom Research, University of Melbourne.
    Jablonka, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Mok, Ida
    University of Hongkong.
    Xu, Li Hua
    International Centre for Classroom Research, University of Melbourne.
    Shimizu, Yoshinori
    University of Tsukuba.
    Addressing the challenge of legitimate international comparisons of classroom practice2007In: International Journal of Educational Research, ISSN 0883-0355, E-ISSN 1873-538X, Vol. 46, no 5, p. 280-293Article in journal (Refereed)
    Abstract [en]

    In this article, we address the choice of suitable instructional units that might serve as the basis for cross-cultural analyses of classroom practice. Our argument draws on analyses undertaken as part of the Learner's Perspective Study (LPS). The database comprised a three-camera video record of sequences of 10 consecutive lessons in each classroom, supplemented by post-lesson video-stimulated interviews with teachers and students: a total of over 180 videotaped lessons, over 50 teacher interviews and almost 400 student interviews. The results of these analyses challenge the suitability of the lesson as the unit of comparative analysis. In particular, the location of the lesson in the topic sequence is seen to be a key influence on the lesson's structure, critically affecting the teacher's deployment of the constituent activities that we have called ‘lesson events.' The lesson event is proposed as an alternative unit of international comparative analysis of classroom practice.

  • 9. Feichtinger, H.G.
    et al.
    Jablonka, Eva
    Winter, H.
    Mathematisches Know-How in Österreich: Angebot und Nachfrage. Projektbericht1989Report (Other academic)
  • 10. Gellert, U.
    et al.
    Jablonka, Eva
    Ansätze zur Konzeption von Geometrielehrveranstaltungen in der Ausbildung von Primarstufenlehrerinnen1998In: Beiträge zum Mathematikunterricht: Vorträge auf der 32. Tagung für Didaktik der Mathematik vom 2. bis 6. März 1998 in München / [ed] Michael Neubrand, Hildesheim: Franzbecker , 1998, p. 216-219Conference paper (Refereed)
  • 11. Gellert, U.
    et al.
    Jablonka, Eva
    Numeracy: Teil I1999In: Beiträge zum Mathematikunterricht: Vorträge auf der 33. Tagung für Didaktik der Mathematik vom 1. bis 5. März 1999 in Bern / [ed] Michael Neubrand, Hildesheim: Franzbecker , 1999, p. 201-204Conference paper (Refereed)
  • 12. Gellert, U.
    et al.
    Jablonka, Eva
    Tasks and questions used in international assessment of mathematical literacy2002In: Mathematical Literacy in the Digital Era: Proceedings of the 53rd Conference of the Commission Internationale pour l'Etudeet l'Amélioration de l'Enseignement des Mathematiques, CIEAEM 53 / [ed] L. Bazzini; C. Whybrow-Inchley, Ghisetti , 2002, p. 114-118Conference paper (Refereed)
  • 13. Gellert, U.
    et al.
    Jablonka, Eva
    Testing the validity of test items2002In: Mathematical Literacy in the Digital Era: Proceedings of the 53rd Conference of the Commission Internationale pour l'Etudeet l'Amélioration de l'Enseignement des Mathematiques, CIEAEM 53 / [ed] L. Bazzini; C. Whybrow-Inchley, Ghisetti , 2002, p. 327-331Conference paper (Refereed)
  • 14. Gellert, U.
    et al.
    Jablonka, Eva
    Keitel, C.
    Numeracy and common sense in mathematics education2001In: Sociocultural research on mathematics education: an international perspective, Boston: IEEE Communications Society, 2001, p. 57-73Chapter in book (Other academic)
  • 15.
    Gellert, Uwe
    et al.
    Universität Hamburg.
    Jablonka, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    “I am not talking about reality”: word problems and the intricacies of producing legitimate text2009In: Words and worlds: Modelling verbal descriptions of situations, Rotterdam: Sense Publishers, 2009, p. 39-53Chapter in book (Other academic)
  • 16.
    Gellert, Uwe
    et al.
    Universität Hamburg.
    Jablonka, EvaLuleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Mathematization and demathematization: social, philosophical and educational ramifications2007Collection (editor) (Other academic)
  • 17.
    Gellert, Uwe
    et al.
    Universität Hamburg.
    Jablonka, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    The demathematising effect of technology: calling for critical competence2009In: Critical issues in mathematics education, Charlotte, NC: Information Age Publishing, 2009, p. 19-24Chapter in book (Other academic)
  • 18. Gellert, Uwe
    et al.
    Jablonka, EvaLuleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.Morgan, Candia
    Proceedings of the Sixth International Mathematics Education and Society Conference: Berlin, March 20-25, 20102010Collection (editor) (Other academic)
  • 19. Jablonka, Eva
    Aktivitet: Encyclopedia of Mathematics Education2012Other (Other (popular science, discussion, etc.))
    Abstract [en]

    The Encyclopedia is intended to be a comprehensive reference text, covering every topic in the field with entries ranging from short descriptions to much longer pieces where the topic warrants more elaboration. The entries will provide access to theories and to research in the area and will refer to some of the leading publications for further reading.

  • 20. Jablonka, Eva
    Alltagsvorstellungen zum Mathematikunterricht in der Lehrerausbildung2000In: Jahrbuch Grundschulforschung, Bad Heilbrunn: Verlag Julius Klinkhardt, 2000, p. 275-282Chapter in book (Other academic)
  • 21. Jablonka, Eva
    Anwendungsorientierung im Mathematikunterricht: Didaktische Möglichkeiten - verpasste Chancen2001In: Mathematik und Mensch: Sichtweisen der allgemeinen Mathematik, Mühltal: Verlag Allgemeine Wisssenschaft , 2001, p. 83-98Chapter in book (Other academic)
  • 22. Jablonka, Eva
    Constraints and affordances of reasoning discourses in mathematics classrooms: examples from Germany, Hong Kong and the United States2003Conference paper (Refereed)
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  • 23. Jablonka, Eva
    Die Integration von Wissen als ein zentrales Problem in der Ausbildungvon Primarstufenlehrerinnen1998In: Beiträge zum Mathematikunterricht: Vorträge auf der 32. Tagung für Didaktik der Mathematik vom 2. bis 6. März 1998 in München / [ed] Michael Neubrand, Hildesheim: Franzbecker , 1998, p. 327-330Conference paper (Refereed)
  • 24. Jablonka, Eva
    Good problems - not only a question of (good) taste2001In: Modelling and mathematics education: ICTMA 9 ; applications in science and technology ; [...papers presented at the 9th International Conference on the Teaching of Mathematical Modelling and Applications held in Lisbon in August 1999...] / [ed] Joăo Filipe Matos, Chichester: Albion Publ , 2001, p. 305-316Conference paper (Refereed)
  • 25.
    Jablonka, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Het alledaagse en het formele in de wiskundeles: confrontatie of verzoening?2009In: Nieuwe Wiskrant, ISSN 0928-7167, Vol. 29, no 2, p. 17-23Article in journal (Refereed)
  • 26. Jablonka, Eva
    Hidden messages in school mathematics texts2000Conference paper (Refereed)
    Abstract [en]

    An analysis of the TIMSS released mathematics items as well as of about a hundred examples of applications of school mathematics from textbooks and teaching materials (from countries with advanced economies) reveals different ways of how values are assumed in school mathematics. It will be argued that this is indicative of the fact that the different levels of mathematics education are aiming at an introduction into rather than at an evaluation or critique of the various practices of applying mathematics. The various differing practices of using mathematics may be conceptualised in terms of different areas of application and associated aims, of different perceptions of the relation of the mathematical concepts to "reality".To identify which practices are indexed by the texts and to get a basis for analysing the implicit aims and perceptions of mathematics, the content of the problem statements and questions, as well as some textual features were investigated. The categories that emerged in the course of the investigation were used for further analysis.It will be suggested that genuine examples of applications, especially those pointing to aspects of social life strongly influenced by mathematics, can provide a source for reflecting and assessing the use of mathematics. This critical evaluation requires critiquing both the application of a model and the appropriateness of that model to the particular context.

  • 27.
    Jablonka, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Hur blir man bäst eller sämst i klassen?: Uppkomst av skillnader i prestationsförmåga i matematik – en empirisk studie i klassrumspraktik2011In: Resultatdialog 2011, Strockholm: Vetenskapsrådet , 2011, p. 63-68Chapter in book (Other (popular science, discussion, etc.))
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  • 28. Jablonka, Eva
    Mathematical literacy2003In: Second International Handbook of Mathematics Education, Berlin: Encyclopedia of Global Archaeology/Springer Verlag, 2003, p. 77-104Chapter in book (Other academic)
  • 29.
    Jablonka, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Mathematical Literacy: die Verflüchtigung eines ambitionierten Testkonstrukts2007In: Pisa & Co: Kritik eines Programms, Hildesheim, Berlin: Franzbecker , 2007, 2. erweiterete, p. 249-282Chapter in book (Other academic)
  • 30. Jablonka, Eva
    Mathematical Literacy: die Verflüchtigung eines ambitionierten Testkonstrukts in bedeutungslose PISA-Punkte2006In: Pisa & Co: Kritik eines Programms, Hildesheim,Berlin: Franzbecker , 2006, p. 155-186Chapter in book (Other academic)
  • 31.
    Jablonka, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Mathematics for all: Why? What? When?2009In: Nordic Research in Mathematics Education: Proceedings from NORMA08 in Copenhagen, April 21-April 25, 2008 / [ed] Carl Winsløw, Rotterdam: Sense Publishers, 2009, p. 293-305Conference paper (Refereed)
  • 32. Jablonka, Eva
    Mathematische Modellbildung und Metawissen1995In: Beiträge zum Mathematikunterricht: Vorträge auf der 29. Tagung für Didaktik der Mathematik vom 6. bis 10. März 1995 in Kassel / [ed] Kurt Peter Müller, Hildesheim: Franzbecker , 1995, p. 264-267Conference paper (Refereed)
  • 33. Jablonka, Eva
    Meta-Analyse von Zugängen zur mathematischen Modellbildung und Konsequenzen für den Unterricht1996Doctoral thesis, comprehensive summary (Other academic)
  • 34. Jablonka, Eva
    Motivations and meanings of students' actions in six classrooms from Germany, Hong Kong and the United States2005In: ZDM - the International Journal on Mathematics Education, ISSN 1863-9690, E-ISSN 1863-9704, no 5, p. 371-378Article in journal (Refereed)
    Abstract [en]

    This article presents an analysis of about 100 interviews with students from eight-grade classrooms in Berlin, Hong Kong and San Diego that reconstructs student motivations and the meanings they attribute to classroom activities. The data of the six classrooms were produced in the Learner's Perspective Study (LPS). The LPS is an international collaboration of researchers investigating practices in eighthgrade mathematics classrooms in 13 countries. Although not the central focus of the research, the case study of six classrooms revealed a variety of students' beliefs and perceptions, which are the focus of this article. These correspond to the possibilities the classroom practices offer. The study also reveals some similarities among student motives and concerns across classrooms. The findings are an important reminder that basing a curriculum upon an alternative vision calls for changing mathematical content as well as the social relations that are established through teaching methods and principles of evaluation.

  • 35. Jablonka, Eva
    On the role of 'context' in school mathematics2002In: Proceedings of the tenth annual meeting of the Southern African Association for Research in Mathematics, Science and Technology Education: SAARMSTE / [ed] C. Malcolm; C. Lubisi, University of Natal , 2002, Vol. 3, p. 135-140Conference paper (Refereed)
  • 36. Jablonka, Eva
    Perceptions of mathematics and reality in TIMSS mathematics items2000In: Cultural diversity in mathematics (education): CIEAEM 51 / [ed] Afzal Ahmed; Honor Williams ; Jean Marie Kraemer, Chichester: Albion Publ , 2000, p. 127-132Conference paper (Refereed)
  • 37.
    Jablonka, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Reflections on mathematical modelling2010In: Critical mathematics education: Past, present and future, Rotterdam: Sense Publishers, 2010, p. 89-100Chapter in book (Other academic)
  • 38.
    Jablonka, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Research in mathematics education – an appendix of mathematics or of educational science?2011In: Voices on learning and instruction in mathematics, Göteborg: Nationellt centrum för matematikutbildning, Göteborgs universitet , 2011, p. 51-61Chapter in book (Other academic)
  • 39. Jablonka, Eva
    Sachaufgaben und Sichtweisen mathematischen Wissens1999In: Beiträge zum Mathematikunterricht: Vorträge auf der 33. Tagung für Didaktik der Mathematik vom 1. bis 5. März 1999 in Bern / [ed] Michael Neubrand, Hildesheim: Franzbecker , 1999, p. 249-252Conference paper (Refereed)
  • 40. Jablonka, Eva
    Sichtweisen und Ziele angewandter Mathematik1996In: Beiträge zum Mathematikunterricht: Vorträge auf der 30. Tagung für Didaktik der Mathematik vom 4. bis 8. März 1996 in Regensburg / [ed] Kurt Peter Müller, Hildesheim: Franzbecker , 1996, p. 202-205Conference paper (Refereed)
  • 41.
    Jablonka, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Similarities in students’ perspectives, classroom discourse and lesson elements2008In: International group for the psychology of mathematics education: proceedings of the joint meeting of PME 32 and PME-NA XXX, Morelia, July 17-21 2008 / [ed] Olimpia Figueras; J. Cortina; S. Alatorre; T. Rojano; A. Sepúlveda, Mexico: Centre for Research and Advanced Studies of Saint Nicholas , 2008, p. 107-108Conference paper (Refereed)
  • 42. Jablonka, Eva
    Sinn und Bewertung mathematischer Modellbildung im Unterricht1996In: Trends und Perspektiven: Beiträge zum 7. Internationalen Symposium zur "Didaktik der Mathematik" in Klagenfurt vom 26. - 30.9.1994 / [ed] Gert Kadunz, Wien: Hölder-Pichler-Tempsky , 1996, p. 145-150Conference paper (Refereed)
  • 43. Jablonka, Eva
    Skripts: Interaktionsformen und Deutungsmuster im Mathematikunterricht in Deutschland, Hongkong und den USA2005In: Beiträge zum Mathematikunterricht: Vorträge auf der 39. Tagung für Didaktik der Mathematik vom 28. 2. bis 4. 3. 2005 in Bielefeld / [ed] Günter Graumann, Hildesheim: Franzbecker , 2005, p. 263-266Conference paper (Refereed)
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  • 44. Jablonka, Eva
    Social constraints and affordances of reasoning discourses in mathematics classrooms2002In: Pre-conference proceedings of the International Commission on Mathematical Instruction (ICMI) Comparative Study Conference / [ed] K.D. Graf; F.K.S. Leung, Faculty of Education, University of Hong Kong , 2002, p. 31-40Conference paper (Refereed)
  • 45.
    Jablonka, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Sociological perspectives in research in mathematics education2009In: Matematiikan ja luonnontieteiden opetuksen tutkimuspäivät Rovaniemellä 7.-8.11.2008 / [ed] Raimo Kaasila, Rovaniemi: Lapin yliopisto , 2009, p. 31-65Conference paper (Refereed)
  • 46. Jablonka, Eva
    Student(s) at the front: forms and function in six classrooms from Germany, Hong Kong and the United States2006In: Making Connections: Comparing Mathematics Classrooms Around the World, Rotterdfam: Sense Publishers, 2006, p. 107-126Chapter in book (Other academic)
  • 47. Jablonka, Eva
    Student(s) out the front: variations of a form with different functions2004Conference paper (Refereed)
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  • 48.
    Jablonka, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    The everyday and the academic in the mathematics classroom: confrontation or conciliation?2009In: Perspectives on mathematical knowledge: Proceedings of MADIF 6 / [ed] Christer Bergsten; Barbro Grevholm; Thomas Lingefjärd, Linköping: Svensk förening för MatematikDidaktisk Forskning - SMDF, 2009, p. 7-19Conference paper (Refereed)
    Abstract [en]

    Including particular aspects of everyday out-of-school practices as resources for mathematical activities is a common practice in mathematics teaching. However, the tension between everyday and academic practices cannot be easily resolved. The relationship between these two domains of practice is a topic that has been extensively discussed in mathematics education, for example in terms of the authenticity of contexts, the functions of horizontal and vertical mathematisation, mathematical modelling, ‘realistic mathematics education' and word-problems. Although many argue for including contexts from everyday practices, some are suspicious of the potential to create a bridge between everyday practices and formal, academic mathematics through the use of contextualised tasks.The talk will draw on episodes from classroom discourse in different countries, which document the interactions between teachers and students who are engaged in solving tasks that relate mathematics to everyday practices. These episodes illustrate the practical challenges teachers face when trying to facilitate students' access to the formal structure of mathematics through the everyday. The students often face a dilemma when confronted with contextualised tasks: should they make extensive or only little reference to their everyday knowledge? In the talk, these issues will be discussed in terms of the recontextualisation of out-of-school practices for didactical purposes. It aims at describing how some of the students' difficulties are related to the ways in which the recontextualisation operates in classrooms.

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  • 49.
    Jablonka, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    The (hidden) rules in a mathematics classroom2011In: Matematikundervisning: vetenskapliga perspektiv, Stockholm: Stockholms universitets förlag, 2011, p. 65-91Chapter in book (Refereed)
  • 50.
    Jablonka, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    The questionable legitimacy of international comparative classroom research2008In: International group for the psychology of mathematics education: proceedings of the joint meeting of PME 32 and PME-NA XXX, Morelia, July 17-21 2008 / [ed] Olimpia Figueras; J. Cortina; S. Alatorre; T. Rojano; A. Sepúlveda, Mexico: Centre for Research and Advanced Studies of Saint Nicholas , 2008, p. 93-94Conference paper (Refereed)
12 1 - 50 of 88
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