for the learning of mathematics |
| David Wagner - Vol. 27 Num. 2 (2007) | ||
| A framework for uncovering the way a textbook may position the mathematics learner | 8-14 | |
| David Wagner - Vol. 27 Num. 3 (2007) | ||
| Talking about teaching mathematics for social justice | 17-21 | |
| David Wagner - Vol. 36 Num. 3 (2016) | ||
| Violence in un-rooted mathematics | 39-40 | |
| David Wagner - Vol. 38 Num. 2 (2018) | ||
| This is not mathematics ABSTRACT | 14-18 | |
| David Wagner - Vol. 34 Num. 4 (2014) | ||
| test 1 | 1-3 | |
| David Wagner - Vol. 42 Num. 1 (2022) | ||
| Subject to mathematics ABSTRACT | 35-39 | |
| David Wagner - Vol. 42 Num. 3 (2022) | ||
| What does the dichotomy do? | 50 | |
| David Wagner - Vol. 43 Num. 0 (2023) | ||
| Motivated, messy mathematics | 16-21 | |
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