|
Beth Herbel-Eisenmann - Vol. 27 Num. 2 (2007) |
| A framework for uncovering the way a textbook may position the mathematics learner                          
| 8-14 |
Beth Herbel-Eisenmann - Vol. 34 Num. 2 (2014) |
| The one and the many: transcripts and the art of interpretation                          
| 38-40 |
Beth Herbel-Eisenmann - Vol. 34 Num. 2 (2014) |
| Textbook positioning                          
| 42-43 |
Beth Herbel-Eisenmann - Vol. 43 Num. 0 (2023) |
| Who gets to speak mathematically? Exploring the politics of the mathematics register                          
| 22-30 |