Critical mathematics discourse in a high school classroom: examining patterns of student engagement and resistance

Autor:	Brantlinger, Andrew
Zdroj:	Educational Studies in Mathematics, 2014 Feb 01. 85(2), 201-220.
Databáze:	JSTOR Journals
Externí odkaz:	https://www.jstor.org/stable/43589816 Zobrazit plný text záznamu