Mathematical Identity for a Sustainable Future: An Interpretative Phenomenological Analysis

Publié en ligne: 12 sept. 2014

Pages: 5 - 31

DOI: https://doi.org/10.2478/jtes-2014-0001

Mots clés

mathematical identity, mathematics teachers, dialogical self, competences for educators in education for sustainable development, interpretative phenomenological analysis, social constructionism

© by Anita Pipere

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.