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Nathalie Sinclair: Unterschied zwischen den Versionen
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* consequences of embodied cognition in mathematics thinking and learning | * consequences of embodied cognition in mathematics thinking and learning | ||
* role of the aesthetic in the development of mathematics as a discipline and in the understandings of both research mathematicians and school learners | * role of the aesthetic in the development of mathematics as a discipline and in the understandings of both research mathematicians and school learners | ||
* | * impact of digital technologies – and [[DGS|dynamic geometry software]] in particular – on the way people think, move and feel mathematically | ||
== Projekte == | == Projekte == | ||