Hoyles, C;
(2001)
From describing to designing mathematical activity: the next step in developing a social approach to research in mathematics education.
Educational Studies in Mathematics
, 46
(1-3)
pp. 273-286.
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| Type: | Article |
|---|---|
| Title: | From describing to designing mathematical activity: the next step in developing a social approach to research in mathematics education |
| Open access status: | An open access version is available from UCL Discovery |
| Additional information: | This is a paper that was commissioned as a review of a special issue of Educational Studies in Mathematics that looked at the contribution of a social approach to research in mathematics education. It was subject to the usual reviewing of ESM. It presents some theoretical critique of the papers as well as points to a way forward from a theoretical point of view that might bridge the divide between the cognitive and social approaches The original publication is available at www.springerlink.com |
| UCL classification: | UCL 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 - Culture, Communication and Media |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1515577 |
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