for the learning of mathematics |
| 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 | |
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