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  • 51.
    Jablonka, Eva
    Freie Universität Berlin, Berlin, Germany.
    The Relevance of Modelling and Applications: Relevant to Whom and for What Purpose?2007In: Modelling and Applications in Mathematics Education: The 14th ICMI Study, Berlin: Encyclopedia of Global Archaeology/Springer Verlag, 2007, p. 193-200Chapter in book (Other academic)
    Abstract [en]

    The criteria for relevance of modelling and applications vary with the educational goals and the cultural context. But the competence of judging quantitative information and of evaluating mathematical models is a key competence that is linked to all levels of goals in a diversity of contexts. It is suggested that different mathematical practices should be distinguished and analysed in order to develop a curriculum, which aims at developing this competence.

  • 52. Jablonka, Eva
    The structure of mathematics lessons in German classrooms: variations on a theme2003Conference paper (Refereed)
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  • 53. Jablonka, Eva
    Was sind 'gute' Anwendungsbeispiele?1999In: Materialien für einen realitätstbezogenen Mathematikunterricht: Reihe der ISTRON-Gruppe, Bd.5, Hildesheim: Franzbecker , 1999, p. 65-74Chapter in book (Other academic)
  • 54. Jablonka, Eva
    What makes a model effective and useful (or not)?1997In: Teaching and learning mathematical modelling: innovation, investigation and applications, Chichester: Albion Publ , 1997, p. 39-50Chapter in book (Other academic)
  • 55. Jablonka, Eva
    Working group related to subtheme 1: Mathematics and common sense1996In: Proceedings of CIEAEM 47: The 47th Conference of the Commission Internationale pour l'Etude et l'Amelioration de l'Enseignement des Mathematiques / [ed] C. Keitel, Freie Universität Berlin , 1996, p. 119-120Conference paper (Refereed)
  • 56. Jablonka, Eva
    Zur Analyse von Argumentationen im Mathematikunterricht2000In: Beiträge zum Mathematikunterricht: Vorträge auf der 34. Tagung für Didaktik der Mathematik vom 28. Februar bis 3. März 2000 in Potsdam / [ed] Michael Neubrand, Hildesheim: Franzbecker , 2000, p. 310-313Conference paper (Refereed)
    Abstract [en]

    The paper explores some ways of analysing reasoning processes in the mathematics classroom and shows examples from one German classroom. It is argued that argumentation between students and the teacher differs substantially from many forms of everyday argumentation with respect to the power relations. There are situations in which students have to seek arguments for supporting assertions that are not doubtful to them because of implicit evaluation by the teacher; and the teacher usually is not in a defensive position and has the privilege of closing and evaluating argumentation. The aim of the analysis is to characterise different forms of argumentation in terms to the "authority" to which the arguments refer. It is assumed that different forms of reference are associated to different knowings.

  • 57.
    Jablonka, Eva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Andrews, Paul
    University of Cambridge.
    CERME 7 Working Group 11: Comparative studies in mathematics education2012In: Research in Mathematics Education, ISSN 1479-4802, E-ISSN 1754-0178, Vol. 14, no 2, p. 203-204Article in journal (Refereed)
  • 58.
    Jablonka, Eva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Ashjari, Hoda
    Linköping University.
    Bergsten, Christer
    Recognising knowledge criteria in undergraduate mathematics education2012In: Evaluation and Comparison of Mathematical Achievement: Dimensions and Perspectives: Proceedings of MADIF 8 / [ed] Christer Bergsten; Eva Jablonka; Manya Raman, Linköping: Svensk förening för matematikdidaktisk forskning, SMDF , 2012, p. 101-110Conference paper (Refereed)
  • 59.
    Jablonka, Eva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Bergsten, Christer
    Commentary on theories of mathematics education: is plurality a problem?2010In: Theories of Mathematics Education: Theories of Mathematics Education Seeking New Frontiers, Heidelberg: Encyclopedia of Global Archaeology/Springer Verlag, 2010, p. 111-117Chapter in book (Other academic)
    Abstract [en]

    The chapter by Steve Lerman provides a powerful analysis that helps to make sense of the changing nature of the discourse in mathematics education as a research domain, of its knowledge structure and of the positions of researchers in relation to intellectual traditions ‘outside' the field as well as in relation to changing pedagogic modes. The reading invited us to expand on the conceptualisation of knowledge structures and discourses in mathematics education as a research domain.

  • 60. Jablonka, Eva
    et al.
    Bergsten, Christer
    Linköpings universitet, Sverige.
    Projekt: Övergången från skolans till högskolans matematik: en integrerad studie av en kulturkrock (Vetenskapsrådet)2012Other (Other (popular science, discussion, etc.))
    Abstract [sv]

    Projektet syftar till att utveckla en integrerad bild av matematiska, didaktiska och mer generella sociala dimensioner av problematiken och fokuserar på de studerandes medvetenhet om den nya typ av matematik de möter samt relatera deras erfarenheter av övergången gymnasium-högskola till studieresultaten under det första året. Följande frågor behandlas: Vilken typ av matematik kan identifieras i den institutionaliserade inledande högskolematematiken? Vilka likheter och skillnader finns gentemot gymnasiematematiken? Hur upplever de studerande likheter och skillnader mellan att studera matematik på gymnasium och högskola? Hur är deras uppfattningar relaterade till sociala dimensioner av övergångenfrån skola till högskola, till deras tänkta yrkeskarriär och framgång i studierna?

  • 61.
    Jablonka, Eva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Bergsten, Christer
    Linköping University.
    Theorising in mathematics education research: differences in modes and quality2010In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 15, no 1, p. 25-52Article in journal (Refereed)
    Abstract [en]

    In mathematics education research reports, we find a bewildering array of "theories", "theoretical models" or "theoretical frameworks". The key notions and principles as well as the intellectual roots of these constructions are made more or less explicit, and the relations of theoretical entities to the empirical field under study are established in different ways. These differences imply discrepancies in quality. In this contribution we touch upon some of these issues. We attempt to show that an investigation of the relations between key concepts might help to read and evaluate theoretical underpinnings of research studies, and we argue that not all constructions that are labelled "theoretical" meet the criteria we consider essential for productive theorising. We also allude to different modes of engaging with empirical material and different ways in which theories are used in research studies. The main part of our discussion is limited to examples of "home-grown" theorising. The examples we have chosen to illustrate our points necessarily represent a biased selection.

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  • 62.
    Jablonka, Eva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Bergsten, ChristerLinköping University.Wedege, TineMalmö University.
    Mathematics and mathematics education : cultural and social dimensions: proceedings of MADIF 7, The Seventh Mathematics Education Research Seminar, Stockholm, January 26-27, 20102010Collection (editor) (Other academic)
  • 63. Jablonka, Eva
    et al.
    Gellert, U.
    Commonplaces about mathematics and the need for reflection1996In: Proceedings of CIEAEM 47: The 47th Conference of the Commission Internationale pour l'Etude et l'Amelioration de l'Enseignement des Mathematiques / [ed] C. Keitel, Freie Universität Berlin , 1996, p. 327-331Conference paper (Refereed)
  • 64. Jablonka, Eva
    et al.
    Gellert, U.
    Defining mathematical literacy for international student assessment2002In: 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. 119-123Conference paper (Refereed)
  • 65. Jablonka, Eva
    et al.
    Gellert, U.
    Numeracy: Teil II1999In: 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. 253-256Conference paper (Refereed)
  • 66.
    Jablonka, Eva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Gellert, Uwe
    Freie Universität Berlin.
    Equity concerns about mathematical modelling2011In: Mapping equity and quality in mathematics education, Dordrecht: Encyclopedia of Global Archaeology/Springer Verlag, 2011, p. 221-234Chapter in book (Other academic)
    Abstract [en]

    The chapter scrutinises the practice and rhetoric of mathematical modelling in primary and secondary mathematics classrooms from a sociological perspective. In classrooms, mathematical modelling tasks involve a variation of knowledge domains that can be analysed by employing the Bernsteinian notion of knowledge recontextualisation. By drawing on structurally different examples of modelling activities in mathematics classrooms, the chapter reconsiders the ways in which the recontextualisation principle connects to issues of access, control and success. The chapter also raises some issues that are related to the social emptiness of a curriculum with a focus on developing generic competencies through mathematical modelling. It is argued that descriptions of mathematical modelling without reference to the social community in which the modelling takes place, leave a vacant space that can be filled with different ideologies. This contributes to the mythologising of the educational effects of mathematical modelling.

  • 67.
    Jablonka, Eva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Gellert, Uwe
    Free University of Berlin.
    Ideological roots and uncontrolled flowering of alternative curriculum conceptions2010In: 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. 31-49Conference paper (Refereed)
  • 68.
    Jablonka, Eva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Gellert, Uwe
    Universität Hamburg.
    Mathematisation - Demathematisation2007In: Mathematisation and demathematisation: social, philosophical and educational ramifications, Rotterdam: Sense Publishers, 2007, p. 1-18Chapter in book (Other academic)
  • 69.
    Jablonka, Eva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Gellert, Uwe
    Freie Universität Berlin.
    Potentials, pitfalls and discriminations: Curriculum conceptions revisited2012In: Opening the Cage: Critique and Politics of Mathematics Education, Rotterdam: Sense Publishers, 2012, p. 287-308Chapter in book (Refereed)
  • 70. Jablonka, Eva
    et al.
    Gellert, Uwe
    Freie Universität Berlin, Tyskland.
    Knipping, Christine
    Acadia University, Kanada.
    Reid, David
    Acadia University, Kanada.
    Projekt: Uppkomst av skillnader i prestationsförmåga i matematik: en empirisk studie av klassrumspraktik2010Other (Other (popular science, discussion, etc.))
    Abstract [en]

    Populärvetenskaplig beskrivning av projektet:Ganska snabbt kan lärare och elever ”förutse” vilka elever som presterar bra och vilka som presterar mindre bra i matematik. Till exempel på gymnasienivå visar det sig ofta inom en kort tidsperiod att betygen fördelar sig enligt en normalfördelningskurva. Fenomenet förekommer oberoende av om skolsystemet använder sig av nivågruppering eller inte och på alla skolnivåer. Att skillnader i prestation visas så tidigt kan verka vara ”naturligt” eftersom den ”naturliga förmågan” är en del av teorierna om hur barn lär sig matematik. Men detta kan inte förklara varför andelen lågpresterande elever varierar avsevärt mellan länder eller varför i vissa länder klyftan mellan de lågpresterande och medelpresterande eleverna är större än i andra länder. Matematisk förmåga som visar sig i klassrummet är kanske snarare ett tecken på framgång i att förstå de sociala reglerna än att förstå matematiken. Det är därför viktigt att studera hur skillnader uppstår från ett klassrumsperspektiv eftersom det är där lärare och elever erfar dem. I projektet studeras matematikklasser med elever som börjar i en ny skola i Sverige, Tyskland och Kanada. Analysmaterialet består av videoinspelade lektioner och intervjuer av elever och deras lärare. Genom att jämföra klassrum från olika skolsystem kan orsaker till likheter och skillnader när det gäller spridning av förmåga identifieras. Resultaten från det föreslagna projektet vidgar vår förståelse om hur klassificering av prestation i matematik uppkommer eller motarbetas i klassrummet. Kunskapen är nödvändig för matematiklärares professionella utveckling i syfte att höja den genomsnittliga prestationen och samtidigt minska klyftan mellan den mest och minst lyckade eleven.

  • 71.
    Jablonka, Eva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Gellert, Uwe
    Knipping, Christine
    Reid, David
    The production of legitimate text and the stratification of achievement in mathematics classrooms2008In: Proceedings of the Fifth International Mathematics Education and Society Conference: Albufeira, Portugal 16th - 21th February 2008 / [ed] Joao Filipe Matos; Páola Valero; Keiko Yasukawa, Lisboa: Universidade de Lisboa , 2008, p. 122-124Conference paper (Refereed)
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  • 72. Jablonka, Eva
    et al.
    Goris, T.
    Paniek bij de buren2002In: Nieuwe Wiskrant, ISSN 0928-7167, Vol. 21, no 4, p. 15-20Article in journal (Refereed)
  • 73. Jablonka, Eva
    et al.
    Hoogland, Kees
    Wiskundige geletterdheid en gecijferdheid2003In: Nieuwe Wiskrant, ISSN 0928-7167, Vol. 23, no 1Article in journal (Refereed)
  • 74.
    Jablonka, Eva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Johansson, Maria
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Expanding or limiting: a re-analysis of a researcher's interaction with students in a modelling session2012In: Proceedings of NORMA 11: the sixth Nordic conference on mathematics education in Reykjavik, May 11-14 2011 / [ed] Gudny Helga Gunnarsdottir, Reykjavik: University of Iceland Press, 2012, p. 349-358Conference paper (Refereed)
    Abstract [en]

    The focus of this paper is methodological and theoretical. By means of a re-analysis of a transcript from a research publication, we attempt to show how the researcher, in a similar way as we have observed teachers in classrooms, guides the students towards more or less general mathematical investigations in the context of solving a task. We intend to raise methodological issues related to the original as compared to our interpretation of the data. In addition, we want to exemplify the starting point of the development of a language of description that allows accounting for the emergence and distribution of unequal attainment in mathematics at the micro-level of classroom interaction.

  • 75.
    Jablonka, Eva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Johansson, Maria
    Rohdin, Mikaela
    Studying the effects of a hybrid curriculum and apparent weak framing: glimpses from an ongoing investigation of two Swedish classrooms2010In: Proceedings of the Sixth International Mathematics Education and Society Conference / [ed] Uwe Gellert; Eva Jablonka; Candia Morgan, Berlin: Freie Universität Berlin , 2010, Vol. 2, p. 251-261Conference paper (Refereed)
    Abstract [en]

    We report from an ongoing study of two Swedish mathematics classrooms, in which the students and their teachers are together for the first time at the very beginning of their upper secondary education. The students are enrolled in two different programmes, in which they study the same mathematics course. The investigation of these two classes is part of a larger comparative project that studies the emergence of disparities from a theoretical perspective that examines their social construction in the context of the practices of the mathematics classroom.

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  • 76.
    Jablonka, Eva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Johansson, Monica
    Using texts and tasks: Swedish studies on mathematics textbooks2010In: The first sourcebook on Nordic research in mathematics education: Norway, Sweden, Iceland, Denmark and contributions from Finland, Charlotte, NC: Information Age Publishing, 2010, p. 363-372Chapter in book (Other academic)
  • 77. Jablonka, Eva
    et al.
    Keitel, C.
    Expertise zu „(Nationale) Bildungsstandards im Fach Mathematik für den Mittleren Schulabschluss"2003In: Bildungsstandards - Wundermittel oder Teufelszeug?: Materialien zur Konferenz über die Bildungsstandards in Berlin, GEW , 2003, p. 82-86Conference paper (Other academic)
  • 78. Jablonka, Eva
    et al.
    Keitel, C.
    Mathematik in gesellschaftlichen Entscheidungsprozessen, oder Wieviel Mathe braucht ein Bundeskanzler?2003In: Wissen für Entscheidungsprozesse: Forschung zum Verhältnis von Wissenschaft, Politik und Gesellschaft. Proposal to Bundesministerium für Bildung und Forschung, Berlin: TUB , 2003Chapter in book (Other academic)
  • 79. Jablonka, Eva
    et al.
    Keitel, C.
    Wissenschaftliche Begleitung und Evaluation1992In: Raumfahrtprojekt III: Ein Vorhaben zur Förderung des Mädchenanteils an mathematisch-naturwissenschaftlichen Arbeitsprojekten und Wettbewerben. BMBB, Projektkennzeichnung C8144.00/90, 1992Chapter in book (Other academic)
  • 80. Jablonka, Eva
    et al.
    Keitel, Christine
    Funktionale Kompetenz oder mathematische Allgemeinbildung?: Thesen zu "(Nationale) Bildungsstandards im Fach Mathematik für den Mittleren Schulabschluss"2004In: Bildung und Standards: Zur Kritik der "Instandardsetzung" des deutschen Bildungswesens, Weinheim: Juventa Verlag, 2004, p. 135-144Chapter in book (Other academic)
  • 81. Jablonka, Eva
    et al.
    Keitel, Christine
    Values and classroom interaction : students' struggle for sense making: reasoning discourse and patterns of student participation in classrooms from Germany and Hong Kong2006In: Mathematics Education in Different Cultural Traditions: A Comparative Study of East Asia and the West, Encyclopedia of Global Archaeology/Springer Verlag, 2006, p. 495-521Chapter in book (Other academic)
  • 82. Jablonka, Eva
    et al.
    Keitel, G.
    The distinctive professional knowledge and professionalism of teachers of mathematics: the problem of integration of knowledge2000In: Mathematics: shaping the future / [ed] Jeffrey Wakefield, Mathematics Association of Victoria , 2000, p. 118-124Conference paper (Refereed)
  • 83.
    Jablonka, Eva
    et al.
    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 note on the institutionalization of mathematical knowledge or “What was and is the Fundamental Theorem of Calculus, really”?2011In: The Montana Mathematics Enthusiast Monographs in Mathematics Education: Crossroads in the History of Mathematics and Mathematics Education, Charlotte, NC: Information Age Publishing, incorporated , 2011, p. 3-40Chapter in book (Refereed)
  • 84.
    Jablonka, Eva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Wagner, David
    University of New Brunswick.
    Walshaw, Margaret
    Massey University.
    Theories for studying social, political and cultural dimensions of mathematics education2013In: Third International Handbook of Mathematics Education, Springer Science+Business Media B.V., 2013, p. 41-67Chapter in book (Refereed)
    Abstract [en]

    In mathematics education research and practice today we notice a change in the multiplicity of approaches that allow us to widen our perspectives on diverse social, political and cultural dimensions of mathematics education. This chapter provides an overview of trends and a critical discussion of the use of theories to approach, discuss and critique research and practices in mathematics education, particularly with attention to social, political and cultural dimensions.

  • 85.
    Johansson, Maria
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Rohdin, Mikaela
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Jablonka, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Achievement as a matter of choice?2010In: Mathematics and Mathematics Education : Cultural and Social Dimensions: Proceedings of MADIF 7, The Seventh Mathematics Education Research Seminar, Stockholm, January 26-27, 2010 / [ed] Christer Bergsten; Eva Jablonka; Tine Wedege, Linköping: Svensk förening för matematikdidaktisk forskning, SMDF , 2010, p. 113-123Conference paper (Refereed)
  • 86. Keitel, C.
    et al.
    Gellert, U.
    Jablonka, Eva
    Muller, M.
    Mathematics (education) and common sense1996In: Proceedings of CIEAEM 47: The 47th Conference of the Commission Internationale pour l'Etude et l'Amelioration de l'Enseignement des Mathematiques / [ed] C. Keitel, Freie Universität Berlin , 1996Conference paper (Refereed)
  • 87. Knipping, Christine
    et al.
    Reid, David
    Gellert, Uwe
    Jablonka, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    The emergence of disparity in performance in mathematics classrooms2008In: Proceedings of the Fifth International Mathematics Education and Society Conference: Albufeira, Portugal 16th - 21th February 2008 / [ed] Joao Filipe Matos; Paola Valero; Keiko Yasukawa, Lisboa: Universidade de Lisboa , 2008, p. 320-329Conference paper (Refereed)
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  • 88. Mutemba, Balbina
    et al.
    Jablonka, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    The interpretational space in the curriculum: intentions and interpretations of mathematical reasoning in the new curriculum for secondary schools in Mozambique2008In: Proceedings of the Fifth International Mathematics Education and Society Conference: Albufeira, Portugal 16th - 21th February 2008 / [ed] Joao Filipe Matos; Paola Valero; Keiko Yasukawa, Lisboa: Universidade de Lisboa , 2008, p. 154-157Conference paper (Refereed)
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12 51 - 88 of 88
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