Bibby, T;
(2009)
How do pedagogic practices impact on learner identities in mathematics? A psychoanalytically framed response.
In: Black, L and Mendick, H and Solomon, Y, (eds.)
Mathematical relationships in education.
(pp. 123-135).
Routledge: New York; London.
![[thumbnail of Bibby2009How123.pdf]](https://discovery.ucl.ac.uk/style/images/fileicons/application_pdf.png) |
PDF (Bibby2009How123.pdf)
Bibby2009How123.pdf - Other Access restricted to UCL open access staff Download (157kB) |
| Type: | Book chapter |
|---|---|
| Title: | How do pedagogic practices impact on learner identities in mathematics? A psychoanalytically framed response |
| ISBN-13: | 9780415996846 |
| Additional information: | This paper has been closed as the permission from the publisher has not been verified. |
| Keywords: | Pedagogy |
| UCL classification: | UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1484972 |
Downloads since deposit
0Downloads
Download activity - last month
Download activity - last 12 months
Downloads by country - last 12 months
Archive Staff Only
 |
View Item |
