https://orcid.org/0000-0002-9610-3682
Citations (7)
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Samantha A. Marshall, Janna Brown McClain & Alexis McBride. (2023) Reframing translanguaging practices to shift mathematics teachers’ language ideologies. International Journal of Qualitative Studies in Education 0:0, pages 1-14.
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Máire Ní Ríordáin & Eílis Flanagan. (2022) LCM2: a discursive framework to support cognitive research in bilingual mathematics contexts. Research in Mathematics Education 24:3, pages 324-346.
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Mette Vedsgaard Christensen. (2022) Math in Arabic and other languages: exploring the possibilities of translanguaging practices in the classroom. International Journal of Multilingualism 0:0, pages 1-16.
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Articles from other publishers (4)
Nur Izzatie & Riyan Hidayat*. (2022) The Implementation of Dual Language Programme for Mathematics Education in Secondary Schools: A Systematic Literature Review. International Journal of Educational Methodology 8:4, pages 669-686.
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Ulrika Ryan. (2022) Solidarity acts in the context of language diversity: Students’ encounters with epistemological difference. The Journal of Mathematical Behavior 66, pages 100946.
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Ingrid Sapire & Anthony A. Essien. 2021. Multilingual Education Yearbook 2021. Multilingual Education Yearbook 2021
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Jenni Ingram. (2020) Epistemic management in mathematics classroom interactions: Student claims of not knowing or not understanding. The Journal of Mathematical Behavior 58, pages 100754.
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