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Alexander Schüler-Meyer (Quelltext anzeigen)
Version vom 11. Februar 2018, 12:25 Uhr
, 11. Februar 2018→Veröffentlichungen
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* ['''Schüler-Meyer, A.'''] (2018). Defining as discursive practice in transition: Upper secondary students reinvent the formal epsilon-n-definition of convergent sequences. Paper to be presented at INDRUM 2018: Second conference of the International Network for Didactic Research in University Mathematics at Kristiansand, Norway. | |||
'''2017''' | |||
* ['''Schüler-Meyer, A.''']; [Prediger, S.]; [Kuzu, T.]; [Wessel, L.] & [Redder, A.] (2017, in press). Is formal language proficiency in the home language required for profiting from a bilingual teaching intervention in mathematics? A mixed methods study on fostering multilingual students’ conceptual understanding. ''International Journal of Science and Mathematics Education.'' https://doi.org/10.1007/s10763-017-9857-8 | * ['''Schüler-Meyer, A.''']; [Prediger, S.]; [Kuzu, T.]; [Wessel, L.] & [Redder, A.] (2017, in press). Is formal language proficiency in the home language required for profiting from a bilingual teaching intervention in mathematics? A mixed methods study on fostering multilingual students’ conceptual understanding. ''International Journal of Science and Mathematics Education.'' https://doi.org/10.1007/s10763-017-9857-8 | ||