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dc.contributor.authorGoodchild, Simon
dc.contributor.authorSriraman, Bharath
dc.date.accessioned2012-09-06T08:43:12Z
dc.date.available2012-09-06T08:43:12Z
dc.date.issued2012
dc.identifier.citationGoodchild, S., & Sriraman, B. (2012). Revisiting the didactic triangle: from the particular to the general. ZDM, 44(5), 581-585. doi: 10.1007/s11858-012-0449-3no_NO
dc.identifier.issn1863-9690
dc.identifier.urihttp://hdl.handle.net/11250/138175
dc.descriptionPublished version of an article in the journal: ZDM. Also available from the publisher at: http://www.springerlink.com/content/61p78l089tnx8rn5/no_NO
dc.description.abstractThe basic notion of a didactic triangle is explained with historical annotations on its origins and subsequent theorization in the literature. Instances of its application to classroom environments to demonstrate its representational capabilities are presented. Generalizations of the triangle are proposed that integrate the role of technology, the researcher in mathematics teaching developmental research, and mediating complexes in the student–teacher–content interfaces. Further, the use of the didactic triangle as a heuristic device is also discussed.no_NO
dc.language.isoengno_NO
dc.publisherSpringerno_NO
dc.subjectclassroom developmental researchno_NO
dc.subjectdidactic triangleno_NO
dc.subjectmathematics classroomsno_NO
dc.subjectmediating objectsno_NO
dc.subjecttheorizing classroomsno_NO
dc.subjectmathematics teaching developmentno_NO
dc.subjectresearching mathematics classroomsno_NO
dc.titleRevisiting the didactic triangle: from the particular to the generalno_NO
dc.typeJournal articleno_NO
dc.typePeer reviewedno_NO
dc.subject.nsiVDP::Mathematics and natural science: 400::Mathematics: 410no_NO
dc.subject.nsiVDP::Social science: 200::Education: 280no_NO
dc.source.pagenumber581-585no_NO
dc.source.volume44no_NO
dc.source.journalZDMno_NO
dc.source.issue5no_NO


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