A methodology for instructional design in mathematics—with the generic and epistemic student at the centre

This theoretical paper presents a methodology for instructional design in mathematics. It is a theoretical analysis of a proposed model for instructional design, where tasks are embedded in situations that preserve meaning with respect to particular pieces of mathematical knowledge. The model is app...

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Veröffentlicht in:	ZDM 2017-11, Vol.49 (6), p.909-921
1. Verfasser:	Strømskag, Heidi
Format:	Artikel
Sprache:	eng
Schlagworte:	Classrooms Education Empirical analysis Epistemology Institutionalization Instructional Design Knowledge Learning Learning Processes Mathematical analysis Mathematical Logic Mathematics Mathematics Education Mathematics Instruction Methodology Number Concepts Number theory Original Article Perceptions Principles Research methodology Student Attitudes Student Teachers Students Teaching Methods
Online-Zugang:	Volltext
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