Carl Winsl°w
Carl Winsl°w
Professor of Didactics of Mathematics, University of Copenhagen
Geverifieerd e-mailadres voor ind.ku.dk - Homepage
Geciteerd door
Geciteerd door
International comparative studies on mathematics education: A viewpoint from the anthropological theory of didactics
M Artigue, C Winsl°w
Recherches en didactique des mathÚmatiques 30 (1), 47-82, 2010
Didactical designs for students’ proportional reasoning: an “open approach” lesson and a “fundamental situation”
T Miyakawa, C Winsl°w
Educational Studies in Mathematics 72, 199-218, 2009
Study and research courses as an epistemological model for didactics
C Winsl°w, Y Matheron, A Mercier
Educational Studies in Mathematics 83, 267-284, 2013
Un dispositif japonais pour le travail en Úquipe d’enseignants: Útude collective d’une lešon
T Miyakawa, C Winsl°w
╔ducation et didactique 1, 77-90, 2009
Klein's double discontinuity revisited
C Winsl°w, N Gr°nbŠk
Recherches en didactique des mathÚmatiques 34 (1), 59-86, 2014
Didaktiske elementer–en indf°ring i naturfagenes og matematikkens didaktik
C Winsl°w
K°benhavn: Biofolia, 2006
Transformer la thÚorie en tÔches: la transition du concret Ó l’abstrait en analyse rÚelle
C Winsl°w
Perspectives en didactique des mathÚmatiques. Cours de la XIIIiŔme Úcole dá…, 2008
An institutional approach to university mathematics education: From dual vector spaces to questioning the world
C Winsl°w, B Barquero, M De Vleeschouwer, N Hardy
Research in Mathematics Education 16 (2), 95-111, 2014
Anthropological theory of didactic phenomena: Some examples and principles of its use in the study of mathematics education
C Winsl°w
Un Panorama de TAD, CRM Docume 117, 138, 2011
Developing mathematics teacher knowledge: The paradidactic infrastructure of “open lesson” in Japan
T Miyakawa, C Winsl°w
Journal of Mathematics Teacher Education 16, 185-209, 2013
A comparative perspective on teacher collaboration: The cases of lesson study in Japan and of multidisciplinary teaching in Denmark
C Winsl°w
From Text to'Lived'Resources: Mathematics Curriculum Materials and Teacherá…, 2012
Components of mathematics teacher training
P Liljedahl, V Durand-Guerrier, C Winsl°w, I Bloch, P Huckstep, ...
The professional education and development of teachers of mathematics: Theá…, 2009
Paradidactic infrastructure for sharing and documenting mathematics teacher knowledge: a case study of “practice research” in Japan
T Miyakawa, C Winsl°w
Journal of Mathematics Teacher Education 22 (3), 281-303, 2019
Research on university mathematics education
C Winsl°w, G Gueudet, R Hochmuth, E Nardi
Developing research in mathematics education, 60-74, 2018
Semiotic and discursive variables in CAS-based didactical engineering
C Winsl°w
Educational Studies in Mathematics 52, 271-288, 2003
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
Relations between teaching and research in physical geography and mathematics at research-intensive universities
LM Madsen, C Winsl°w
International Journal of Science and Mathematics Education 7, 741-763, 2009
Semiotics as an analytic tool for the didactics of mathematics
C Winsl÷w
Nordic Studies in Mathematics Education 9 (2), 81-100, 2004
Mathematical practice in textbooks analysis: Praxeological reference models, the case of proportion
D Wijayanti, C Winslow
REDIMAT 6 (3), 307-330, 2017
Linking problem solving and learning contents: the challenge of self-sustained study and research processes
M Bosch, C Winsl°w
Recherches en Didactique des MathÚmatiques 35 (2), 357-399, 2015
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