Relating registers for fractions–multilingual students on their way to conceptual understanding
S. Prediger, L. Wessel, in: M. Setati, T. Nkambule, L. Goosen (Eds.), Proceedings of the ICMI Study 21 - Mathematics and Language Diversity, Sao Paulo, Brazil, 2011, pp. 324–333.
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Prediger, Susanne;
Wessel, LenaLibreCat
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Setati, M.;
Nkambule, T.;
Goosen, L.
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Proceedings of the ICMI Study 21 - Mathematics and Language Diversity
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324–333
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Prediger S, Wessel L. Relating registers for fractions–multilingual students on their way to conceptual understanding. In: Setati M, Nkambule T, Goosen L, eds. Proceedings of the ICMI Study 21 - Mathematics and Language Diversity. ; 2011:324–333.
Prediger, S., & Wessel, L. (2011). Relating registers for fractions–multilingual students on their way to conceptual understanding. In M. Setati, T. Nkambule, & L. Goosen (Eds.), Proceedings of the ICMI Study 21 - Mathematics and Language Diversity (pp. 324–333).
@inbook{Prediger_Wessel_2011, place={Sao Paulo, Brazil}, title={Relating registers for fractions–multilingual students on their way to conceptual understanding}, booktitle={Proceedings of the ICMI Study 21 - Mathematics and Language Diversity}, author={Prediger, Susanne and Wessel, Lena}, editor={Setati, M. and Nkambule, T. and Goosen, L.}, year={2011}, pages={324–333} }
Prediger, Susanne, and Lena Wessel. “Relating Registers for Fractions–Multilingual Students on Their Way to Conceptual Understanding.” In Proceedings of the ICMI Study 21 - Mathematics and Language Diversity, edited by M. Setati, T. Nkambule, and L. Goosen, 324–333. Sao Paulo, Brazil, 2011.
S. Prediger and L. Wessel, “Relating registers for fractions–multilingual students on their way to conceptual understanding,” in Proceedings of the ICMI Study 21 - Mathematics and Language Diversity, M. Setati, T. Nkambule, and L. Goosen, Eds. Sao Paulo, Brazil, 2011, pp. 324–333.
Prediger, Susanne, and Lena Wessel. “Relating Registers for Fractions–Multilingual Students on Their Way to Conceptual Understanding.” Proceedings of the ICMI Study 21 - Mathematics and Language Diversity, edited by M. Setati et al., 2011, pp. 324–333.
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