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Encyclopedia of Mathematics Education

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Cover of 'Encyclopedia of Mathematics Education'

Table of Contents

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    Book Overview
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    Chapter 2 Abstraction in Mathematics Education
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    Chapter 3 Actions, Processes, Objects, Schemas (APOS) in Mathematics Education
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    Chapter 4 Activity Theory in Mathematics Education
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    Chapter 5 Adults Learning Mathematics
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    Chapter 6 Algebra Teaching and Learning
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    Chapter 7 Algorithmics
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    Chapter 8 Algorithms
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    Chapter 9 Anthropological Approaches in Mathematics Education, French Perspectives
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    Chapter 10 Argumentation in Mathematics
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    Chapter 11 Argumentation in Mathematics Education
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    Chapter 12 The Learning Framework in Number
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    Chapter 13 Assessment of Mathematics Teacher Knowledge
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    Chapter 14 Authority and Mathematics Education
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    Chapter 16 Bilingual/Multilingual Issues in Learning Mathematics
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    Chapter 17 Bloom’s Taxonomy in Mathematics Education
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    Chapter 18 Calculus Teaching and Learning
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    Chapter 19 Autism, Special Needs, and Mathematics Learning
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    Chapter 20 Language Disorders, Special Needs and Mathematics Learning
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    Chapter 21 Learning Difficulties, Special Needs, and Mathematics Learning
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    Chapter 23 Collaborative Learning in Mathematics Education
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    Chapter 24 Communities of Inquiry in Mathematics Teacher Education
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    Chapter 25 Communities of Practice in Mathematics Education
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    Chapter 26 Communities of Practice in Mathematics Teacher Education
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    Chapter 27 Competency Frameworks in Mathematics Education
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    Chapter 28 Complexity in Mathematics Education
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    Chapter 29 Concept Development in Mathematics Education
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    Chapter 31 Constructivism in Mathematics Education
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    Chapter 32 Constructivist Teaching Experiment
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    Chapter 33 Creativity in Mathematics Education
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    Chapter 34 Critical Mathematics Education
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    Chapter 35 Critical Thinking in Mathematics Education
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    Chapter 37 Cultural Diversity in Mathematics Education
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    Chapter 38 Cultural Influences in Mathematics Education
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    Chapter 40 Curriculum Resources and Textbooks in Mathematics Education
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    Chapter 41 Data Handling and Statistics Teaching and Learning
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    Chapter 42 Deaf Children, Special Needs, and Mathematics Learning
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    Chapter 43 Deductive Reasoning in Mathematics Education
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    Chapter 44 Didactic Engineering in Mathematics Education
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    Chapter 45 Dialogic Teaching and Learning in Mathematics Education
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    Chapter 46 Didactic Contract in Mathematics Education
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    Chapter 47 Didactic Situations in Mathematics Education
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    Chapter 48 Didactic Transposition in Mathematics Education
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    Chapter 49 Didactical Phenomenology (Freudenthal)
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    Chapter 50 Discourse Analytic Approaches in Mathematics Education
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    Chapter 51 Discrete Mathematics Teaching and Learning
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    Chapter 52 Discursive Approaches to Learning Mathematics
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    Chapter 54 Early Algebra Teaching and Learning
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    Chapter 55 Education of Mathematics Teacher Educators
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    Chapter 56 Elkonin and Davydov Curriculum in Mathematics Education
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    Chapter 57 Epistemological Obstacles in Mathematics Education
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    Chapter 58 Equity and Access in Mathematics Education
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    Chapter 60 Ethnomathematics
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    Chapter 61 External Assessment in Mathematics Education
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    Chapter 62 Fieldwork/Practicum in Mathematics Education
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    Chapter 63 Frameworks for Conceptualizing Mathematics Teacher Knowledge
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    Chapter 64 Gender in Mathematics Education
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    Chapter 65 Giftedness and High Ability in Mathematics
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    Chapter 69 History of Mathematics and Education
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    Chapter 70 History of Mathematics Teaching and Learning
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    Chapter 71 History of Research in Mathematics Education
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    Chapter 72 Hypothetical Learning Trajectories in Mathematics Education
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    Chapter 73 Immigrant Students in Mathematics Education
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    Chapter 74 Immigrant Teachers in Mathematics Education
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    Chapter 75 Inclusive Mathematics Classrooms
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    Chapter 76 Indigenous Students in Mathematics Education
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    Chapter 78 Information and Communication Technology (ICT) Affordances in Mathematics Education
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    Chapter 79 Instrumental and Relational Understanding in Mathematics Education
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    Chapter 80 Instrumentation in Mathematics Education
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    Chapter 81 Interactionist and Ethnomethodological Approaches in Mathematics Education
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    Chapter 82 Interdisciplinary Approaches in Mathematics Education
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    Chapter 83 International Comparative Studies in Mathematics: An Overview
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    Chapter 85 Intuition in Mathematics Education
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    Chapter 86 Language Background in Mathematics Education
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    Chapter 87 Learner-Centered Teaching in Mathematics Education
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    Chapter 88 Learning Environments in Mathematics Education
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    Chapter 89 Learning Practices in Digital Environments
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    Chapter 90 Learning Study in Mathematics Education
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    Chapter 91 Lesson Study in Mathematics Education
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    Chapter 92 Logic in Mathematics Education
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    Chapter 93 Manipulatives in Mathematics Education
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    Chapter 94 Mathematical Ability
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    Chapter 95 Mathematical Approaches
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    Chapter 96 Functions Learning and Teaching
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    Chapter 97 Mathematical Games in Learning and Teaching
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    Chapter 98 Mathematical Knowledge for Teaching
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    Chapter 99 Mathematical Language
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    Chapter 100 Mathematical Literacy
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    Chapter 101 Mathematical Modelling and Applications in Education
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    Chapter 102 Mathematical Proof, Argumentation, and Reasoning
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    Chapter 103 Mathematical Representations
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    Chapter 104 Mathematics Classroom Assessment
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    Chapter 106 Mathematics Teacher as Learner
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    Chapter 107 Mathematics Teacher Education Organization, Curriculum, and Outcomes
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    Chapter 108 Mathematics Teacher Educator as Learner
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    Chapter 109 Mathematics Teacher Identity
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    Chapter 111 Mathematics Teachers and Curricula
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    Chapter 112 Mathematization as Social Process
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    Chapter 113 Metaphors in Mathematics Education
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    Chapter 114 Misconceptions and Alternative Conceptions in Mathematics Education
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    Chapter 115 Models of In-Service Mathematics Teacher Education Professional Development
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    Chapter 116 Models of Preservice Mathematics Teacher Education
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    Chapter 117 Motivation in Mathematics Learning
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    Chapter 120 Noticing of Mathematics Teachers
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    Chapter 121 Number Lines in Mathematics Education
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    Chapter 122 Number Teaching and Learning
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    Chapter 123 Pedagogical Content Knowledge in Mathematics Education
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    Chapter 125 Policy Debates in Mathematics Education
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    Chapter 126 Political Perspectives in Mathematics Education
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    Chapter 127 Poststructuralist and Psychoanalytic Approaches in Mathematics Education
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    Chapter 128 Probability Teaching and Learning
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    Chapter 129 Problem Solving in Mathematics Education
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    Chapter 130 Professional Learning Communities in Mathematics Education
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    Chapter 131 Quasi-empirical Reasoning (Lakatos)
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    Chapter 132 Questioning in Mathematics Education
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    Chapter 133 Recontextualization in Mathematics Education
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    Chapter 134 Reflective Practitioner in Mathematics Education
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    Chapter 135 Rural and Remote Mathematics Education
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    Chapter 136 Scaffolding in Mathematics Education
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    Chapter 137 Semiotics in Mathematics Education
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    Chapter 138 Shape and Space – Geometry Teaching and Learning
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    Chapter 139 Single-Sex Mathematics Classrooms
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    Chapter 140 Situated Cognition in Mathematics Education
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    Chapter 141 Socioeconomic Class in Mathematics Education
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    Chapter 142 Sociological Approaches in Mathematics Education
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    Chapter 143 Sociomathematical Norms in Mathematics Education
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    Chapter 144 Stoffdidaktik in Mathematics Education
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    Chapter 145 Ability Grouping in Mathematics Classrooms
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    Chapter 146 Students’ Attitude in Mathematics Education
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    Chapter 147 Task-Based Interviews in Mathematics Education
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    Chapter 148 Teacher as Researcher in Mathematics Education
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    Chapter 149 Teacher Beliefs, Attitudes, and Self-Efficacy in Mathematics Education
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    Chapter 150 Teacher-Centered Teaching in Mathematics Education
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    Chapter 151 Teacher Education Development Study-Mathematics (TEDS-M)
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    Chapter 152 Teacher Supply and Retention in Mathematics Education
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    Chapter 153 Teaching Practices in Digital Environments
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    Chapter 154 Technology and Curricula in Mathematics Education
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    Chapter 155 Technology Design in Mathematics Education
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    Chapter 156 Zone of Proximal Development in Mathematics Education
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    Chapter 157 Theories of Learning Mathematics
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    Chapter 158 Types of Technology in Mathematics Education
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    Chapter 159 Urban Mathematics Education
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    Chapter 160 Values in Mathematics Education
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    Chapter 161 Visualization and Learning in Mathematics Education
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    Chapter 162 Wait Time in Mathematics Teaching
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    Chapter 163 Word Problems in Mathematics Education
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    Chapter 164 Informal Learning in Mathematics Education
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    Chapter 165 Early Childhood Mathematics Education
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    Chapter 166 Metacognition
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    Chapter 167 Psychological Approaches in Mathematics Education
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    Chapter 168 Mathematics Curriculum Evaluation
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    Chapter 169 Down Syndrome, Special Needs, and Mathematics Learning
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    Chapter 170 Realistic Mathematics Education
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    Chapter 171 Blind Students, Special Needs, and Mathematics Learning
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    Chapter 172 Heuristics in Mathematics Education
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    Chapter 173 Enactivist Theories
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    Chapter 174 Affect in Mathematics Education
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    Chapter 175 22q11.2 Deletion Syndrome, Special Needs, and Mathematics Learning
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    Chapter 176 Inquiry-Based Mathematics Education
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    Chapter 179 Embodied Cognition
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    Chapter 180 Design Research in Mathematics Education
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    Chapter 182 Structure of the Observed Learning Outcome (SOLO) Model
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    Chapter 183 The van Hiele Theory
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    Chapter 100002 Education of Facilitators (for Educators of Practicing Teachers)
Overall attention for this book and its chapters
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Mentioned by

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2 news outlets
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2 blogs
twitter
10 tweeters
facebook
1 Facebook page
wikipedia
1 Wikipedia page

Citations

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43 Dimensions

Readers on

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502 Mendeley
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Title
Encyclopedia of Mathematics Education
Published by
Springer Netherlands, January 2014
DOI 10.1007/978-94-007-4978-8
ISBNs
978-9-40-074977-1, 978-9-40-074978-8, 978-9-40-074979-5
Editors

Stephen Lerman

Twitter Demographics

The data shown below were collected from the profiles of 10 tweeters who shared this research output. Click here to find out more about how the information was compiled.

Mendeley readers

The data shown below were compiled from readership statistics for 502 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Turkey 3 <1%
Malaysia 2 <1%
United Kingdom 2 <1%
United States 2 <1%
Mexico 2 <1%
Canada 2 <1%
Cyprus 1 <1%
Brazil 1 <1%
Japan 1 <1%
Other 2 <1%
Unknown 484 96%

Demographic breakdown

Readers by professional status Count As %
Student > Master 110 22%
Student > Ph. D. Student 90 18%
Student > Doctoral Student 41 8%
Lecturer 37 7%
Student > Bachelor 34 7%
Other 96 19%
Unknown 94 19%
Readers by discipline Count As %
Mathematics 160 32%
Social Sciences 152 30%
Computer Science 19 4%
Psychology 16 3%
Arts and Humanities 13 3%
Other 37 7%
Unknown 105 21%