The ‘Learning Office’ as an Approach for Inclusive Education in Mathematics: Opportunities and Challenges
D. Laubenstein, K. Guthöhrlein, C. Lindmeier, D. Scheer, D. Sponholz, in: In: Kollosche, D.; Marcone, R.; Knigge, M.; Godoy Penteado, M.; Skovsmose, O. (Hrsg.). Inclusive Mathematics Education. State-of-the-Art Research from Brazil and Germany, Springer, Heidelberg, 2019, pp. 107–121.
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Laubenstein, DésiréeLibreCat;
Guthöhrlein, Kirsten;
Lindmeier, Christian;
Scheer, DavidLibreCat 
;
Sponholz, Dirk
;
Sponholz, DirkDepartment
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In: Kollosche, D.; Marcone, R.; Knigge, M.; Godoy Penteado, M.; Skovsmose, O. (Hrsg.). Inclusive Mathematics Education. State-of-the-Art Research from Brazil and Germany
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107-121
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Laubenstein D, Guthöhrlein K, Lindmeier C, Scheer D, Sponholz D. The ‘Learning Office’ as an Approach for Inclusive Education in Mathematics: Opportunities and Challenges. In: In: Kollosche, D.; Marcone, R.; Knigge, M.; Godoy Penteado, M.; Skovsmose, O. (Hrsg.). Inclusive Mathematics Education. State-of-the-Art Research from Brazil and Germany. Springer; 2019:107-121. doi:10.1007/978-3-030-11518-0_9
Laubenstein, D., Guthöhrlein, K., Lindmeier, C., Scheer, D., & Sponholz, D. (2019). The ‘Learning Office’ as an Approach for Inclusive Education in Mathematics: Opportunities and Challenges. In In: Kollosche, D.; Marcone, R.; Knigge, M.; Godoy Penteado, M.; Skovsmose, O. (Hrsg.). Inclusive Mathematics Education. State-of-the-Art Research from Brazil and Germany (pp. 107–121). Springer. https://doi.org/10.1007/978-3-030-11518-0_9
@inbook{Laubenstein_Guthöhrlein_Lindmeier_Scheer_Sponholz_2019, place={Heidelberg}, title={The ‘Learning Office’ as an Approach for Inclusive Education in Mathematics: Opportunities and Challenges}, DOI={10.1007/978-3-030-11518-0_9}, booktitle={In: Kollosche, D.; Marcone, R.; Knigge, M.; Godoy Penteado, M.; Skovsmose, O. (Hrsg.). Inclusive Mathematics Education. State-of-the-Art Research from Brazil and Germany}, publisher={Springer}, author={Laubenstein, Désirée and Guthöhrlein, Kirsten and Lindmeier, Christian and Scheer, David and Sponholz, Dirk}, year={2019}, pages={107–121} }
Laubenstein, Désirée, Kirsten Guthöhrlein, Christian Lindmeier, David Scheer, and Dirk Sponholz. “The ‘Learning Office’ as an Approach for Inclusive Education in Mathematics: Opportunities and Challenges.” In In: Kollosche, D.; Marcone, R.; Knigge, M.; Godoy Penteado, M.; Skovsmose, O. (Hrsg.). Inclusive Mathematics Education. State-of-the-Art Research from Brazil and Germany, 107–21. Heidelberg: Springer, 2019. https://doi.org/10.1007/978-3-030-11518-0_9.
D. Laubenstein, K. Guthöhrlein, C. Lindmeier, D. Scheer, and D. Sponholz, “The ‘Learning Office’ as an Approach for Inclusive Education in Mathematics: Opportunities and Challenges,” in In: Kollosche, D.; Marcone, R.; Knigge, M.; Godoy Penteado, M.; Skovsmose, O. (Hrsg.). Inclusive Mathematics Education. State-of-the-Art Research from Brazil and Germany, Heidelberg: Springer, 2019, pp. 107–121.
Laubenstein, Désirée, et al. “The ‘Learning Office’ as an Approach for Inclusive Education in Mathematics: Opportunities and Challenges.” In: Kollosche, D.; Marcone, R.; Knigge, M.; Godoy Penteado, M.; Skovsmose, O. (Hrsg.). Inclusive Mathematics Education. State-of-the-Art Research from Brazil and Germany, Springer, 2019, pp. 107–21, doi:10.1007/978-3-030-11518-0_9.
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