Carl Winsløw
Carl Winsløw
Professor of Didactics of Mathematics, University of Copenhagen
Email yang diverifikasi di ind.ku.dk - Beranda
Judul
Dikutip oleh
Dikutip oleh
Tahun
International comparative studies on mathematics education: A viewpoint from the anthropological theory of didactics
M Artigue, C Winsløw
Recherches en didactique des mathématiques 30 (1), 47-82, 2010
1002010
Didactical designs for students’ proportional reasoning: an “open approach” lesson and a “fundamental situation”
T Miyakawa, C Winsløw
Educational Studies in Mathematics 72 (2), 199-218, 2009
912009
Un dispositif japonais pour le travail en équipe d’enseignants: étude collective d’une leçon
T Miyakawa, C Winsløw
Éducation et didactique 3 (1), 77-90, 2009
782009
Study and research courses as an epistemological model for didactics
C Winsløw, Y Matheron, A Mercier
Educational Studies in Mathematics 83 (2), 267-284, 2013
732013
Didaktiske elementer–en indføring i naturfagenes og matematikkens didaktik
C Winsløw
København: Biofolia, 2006
66*2006
An institutional approach to university mathematics education: from dual vector spaces to questioning the world
C Winsløw, B Barquero, M De Vleeschouwer, N Hardy
Research in Mathematics Education 16 (2), 95-111, 2014
542014
Transformer la théorie en tâches: la transition du concret à l’abstrait en analyse réelle
C Winsløw
Perspectives en didactique des mathématiques. Cours de la XIIIième école d …, 2008
532008
Developing mathematics teacher knowledge: The paradidactic infrastructure of “open lesson” in Japan
T Miyakawa, C Winsløw
Journal of Mathematics Teacher Education 16 (3), 185-209, 2013
522013
Anthropological theory of didactic phenomena: Some examples and principles of its use in the study of mathematics education
C Winsløw
Un Panorama de TAD, CRM Docume, 117-138, 2011
522011
Components of mathematics teacher training
P Liljedahl, V Durand-Guerrier, C Winsløw, I Bloch, P Huckstep, ...
The professional education and development of teachers of mathematics, 25-33, 2009
512009
A comparative perspective on teacher collaboration: The cases of lesson study in Japan and of multidisciplinary teaching in Denmark
C Winsløw
From Text to'Lived'Resources, 291-304, 2011
492011
Klein’s double discontinuity revisited: contemporary challenges for universities preparing teachers to teach calculus
C Winsløw, N Grønbæk
Recherches en didactique des mathématiques 34 (1), 59-86, 2014
46*2014
Semiotic and discursive variables in CAS-based didactical engineering
C Winsløw
Educational Studies in Mathematics 52 (3), 271-288, 2003
442003
Semiotics as an analytic tool for the didactics of mathematics
C Winslöw
Nordic Studies in Mathematics Education 9 (2), 81-100, 2004
372004
The Effros-Marechal topology in the space of von Neumann algebras, II
U Haagerup, C Winslow
Journal of Functional Analysis 171 (2), 401-431, 2000
372000
Education of lower secondary mathematics teachers in Denmark and France
C Winsløw, V Durand-Guerrier
Nordic Studies in Mathematics Education 12 (2), 5-32, 2007
352007
The Effros-Maréchal topology in the space of von Neumann algebras
U Haagerup, C Winslow
American journal of mathematics 120 (3), 567-617, 1998
321998
Paradidactic infrastructure for sharing and documenting mathematics teacher knowledge: a case study of “practice research” in Japan
T Miyakawa, C Winsløw
Journal of Mathematics Teacher Education 22 (3), 281-303, 2019
312019
Research on university mathematics education
C Winsløw, G Gueudet, R Hochmuth, E Nardi
Developing research in mathematics education, 60-74, 2018
302018
Relations between teaching and research in physical geography and mathematics at research-intensive universities
LM Madsen, C Winsløw
International Journal of Science and Mathematics Education 7 (4), 741-763, 2009
292009
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