Titlebook: Manual der fetalen Medizin; Mit Referenzwerten f K. T. M. Schneider,C. Kaisenberg,W. Holzgreve Book 1994 Springer-Verlag Berlin Heidelberg

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K. T. M. Schneider,C. v. Kaisenberg,W. Holzgreven (Frankenstein, 1995; Gutstein, 2006). One way to support mathematics teachers in developing mathematics pedagogies for social justice may be to use lesson study, a powerful form of professional development in Japan that is increasingly used in the United States (Lewis & Tsuchida, 1998), to engage

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K. T. M. Schneider,C. v. Kaisenberg,W. Holzgreveent research in South Africa for the 10-year period from 2006 to 2015, to complement an earlier study on research themes (Ndlovu, Invited lectures from the 13th International Congress on Mathematical Education, Springer, pp. 385–399, 2018). The research questions which guided the study were: (a) wha

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uclidean geometry, but it also gives us a pictorial framework for visualizing the very much more general types of space that occur continually throughout mathematics. Moreover, it was the picture of physical space that led to those key ideas of mathematical analysis: continuity and smoothness. Indee

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K. T. M. Schneider,C. v. Kaisenberg,W. Holzgreveuclidean geometry, but it also gives us a pictorial framework for visualizing the very much more general types of space that occur continually throughout mathematics. Moreover, it was the picture of physical space that led to those key ideas of mathematical analysis: continuity and smoothness. Indee

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K. T. M. Schneider,C. v. Kaisenberg,W. Holzgreveuclidean geometry, but it also gives us a pictorial framework for visualizing the very much more general types of space that occur continually throughout mathematics. Moreover, it was the picture of physical space that led to those key ideas of mathematical analysis: continuity and smoothness. Indee

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