for the learning of mathematics |
| Daniel Chazan - Vol. 13 Num. 3 (1993) | ||
| f(x) = g(x)?: an approach to modelling with algebra | 22-26 | |
| Daniel Chazan - Vol. 19 Num. 2 (1999) | ||
| Beyond being told not to tell | 2-10 | |
| Daniel Chazan - Vol. 23 Num. 1 (2003) | ||
| Exploring the practical rationality of mathematics teaching through conversations about videotaped episodes: the case of engaging students in proving | 2-14 | |
| Daniel Chazan - Vol. 31 Num. 1 (2011) | ||
| Challenges of particularity and generality in depicting and discussing teaching ABSTRACT | 9-13 | |
| Daniel Chazan - Vol. 35 Num. 2 (2015) | ||
| Insights into the school mathematics tradition from solving linear equations ABSTRACT | 2-8 | |
| Daniel Chazan - Vol. 36 Num. 3 (2016) | ||
| How might the use of technology in formative assessment support changes in mathematics teaching? ABSTRACT | 11-18 | |
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