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Artykuły w czasopismach na temat "Didactic transpositions"
CAVADAS, BENTO. "PLATE TECTONICS IN PORTUGUESE AND SPANISH SCIENCE TEXTBOOKS: FROM THE 1960s TO THE 1980s". Earth Sciences History 40, nr 2 (1.07.2021): 538–65. http://dx.doi.org/10.17704/1944-6187-40.2.538.
Pełny tekst źródłaBationo, Jean-Claude. "Didactique de la littérature et littérature didactique: l’exemple de la littérature africaine francophone en classe de langues étrangères au Burkina Faso". Asemka: A Bi-Lingual Literary Journal of University of Cape Coast, nr 10 (1.09.2020): 117–31. http://dx.doi.org/10.47963/asemka.vi10.279.
Pełny tekst źródłaJessen, Britta Eyrich, i Klaus Rasmussen. "What knowledge do in-service teachers need to create SRPs?De quelles connaissances les enseignants en exercice ont-ils besoin pour créer des SRP?" Educação Matemática Pesquisa : Revista do Programa de Estudos Pós-Graduados em Educação Matemática 22, nr 4 (15.09.2020): 680–93. http://dx.doi.org/10.23925/1983-3156.2020v22i4p680-693.
Pełny tekst źródłaJessen, Britta Eyrich, i Klaus Rasmussen. "What knowledge do in-service teachers need to create SRPs?De quelles connaissances les enseignants en exercice ont-ils besoin pour créer des SRP?" Educação Matemática Pesquisa : Revista do Programa de Estudos Pós-Graduados em Educação Matemática 22, nr 4 (15.09.2020): 680–93. http://dx.doi.org/10.23925/1983-3156.2020v22i4p680-693.
Pełny tekst źródłaArtaud, Michèle. "Phénomènes transpositifs de la didactique dans la profession de professeurTranspositive phenomena of didactics in the teaching profession". Educação Matemática Pesquisa : Revista do Programa de Estudos Pós-Graduados em Educação Matemática 22, nr 4 (15.09.2020): 630–45. http://dx.doi.org/10.23925/1983-3156.2020v22i4p.630-645.
Pełny tekst źródłaMarfuah, Marfuah, Didi Suryadi, Turmudi Turmudi i Muhamad Galang Isnawan. "Providing Online Learning Situations for In-Service Mathematics Teachers' External Transposition Knowledge During COVID-19 Pandemic: Case of Indonesia". Electronic Journal of e-Learning 20, nr 1 (1.02.2022): pp69–84. http://dx.doi.org/10.34190/ejel.20.1.2388.
Pełny tekst źródłaDuró, Rosa Pons. "Facteurs de décisions didactiques dans l’enseignement des mathématiques au secondaire en AndorreFactors of didactic decisions in secondary mathematics education in Andorra". Educação Matemática Pesquisa : Revista do Programa de Estudos Pós-Graduados em Educação Matemática 22, nr 4 (15.09.2020): 282–93. http://dx.doi.org/10.23925/1983-3156.2020v22i4p282-293.
Pełny tekst źródłaDe Vicente-Yagüe Jara, Mª Isabel. "Artes y literatura en la LOMCE: mecanismos para la comprensión de lecturas plurales". Investigaciones Sobre Lectura, nr 5 (1.02.2016): 59–69. http://dx.doi.org/10.37132/isl.v0i5.117.
Pełny tekst źródłaDe Vicente-Yagüe Jara, Mª Isabel. "Artes y literatura en la LOMCE: mecanismos para la comprensión de lecturas plurales". Investigaciones Sobre Lectura, nr 5 (1.02.2016): 59–69. http://dx.doi.org/10.24310/revistaisl.vi5.11093.
Pełny tekst źródłaDo, Tra Huong, i Van Thi Thanh Nguyen. "The structure of didactic transposition capability - analysis of an example of didactic transposition of physical knowledge in the training of pedagogical students". Vietnam Journal of Education 4, nr 1 (30.03.2020): 44–52. http://dx.doi.org/10.52296/vje.2020.7.
Pełny tekst źródłaRozprawy doktorskie na temat "Didactic transpositions"
Bunnik, Benoît. "Une discipline fantôme : Les professeures des écoles et la géographie". Electronic Thesis or Diss., CY Cergy Paris Université, 2023. http://www.theses.fr/2023CYUN1218.
Pełny tekst źródłaThis thesis in geography didactics examines the relationship between Cycle 3 elementary school teachers and geography. It follows the logic of a critical geography, focusing on the question of whether it is possible to teach a discipline that may be unfamiliar. Rather than focusing on practices, this work focuses on the representations and conceptions that a group of individuals may have of a school discipline.The first part (chapters one and two) aims to reflect, from the notion of crisis, on the placeof school geography in the French primary education system, specifically in cycle 3, for CM1 and CM2classes (9 11 years old) old). A first report of crisis is made, from two sources : on the one hand two reports of the inspection générale de l' éducation nationale of 2013 and 2022 describing the situationof the teaching of geography in cycle 3 as worrying and on the other hand, the analysis of fourteenCM1 or CM2 student notebooks collected in recent years. An observation put into perspective on twoscales : that of geography and that of the school geographer, based on works of history of the disci-pline and didactics. It shows that school geography, seen as one of the five poles of geography, canbe thought of as a largely self referenced system but also hybridized by other contributions.The second part (chapter 3) presents the research methodology as well as the sources onwhich the conclusions of this work are based. It allows us to look at primary school teachers both asa specific social group and as a complex set of individuals with varied backgrounds, careers and cul-tures, thus partly explaining their relationship to the discipline of geography.The third part (chapters four to eight) seeks to show the results of the research. This rela-tionship to a discipline comes from, while constructing it in return, a culture in school geographythat needs to be explained. It is an ordinary part of daily li fe in which experience plays a major role,more than initial or continuous training. Chapter five identifies the legacies of past school forms,which prompts us to reflect on the latency that may exist between the creation of a program and itsactual imple mentation in the classroom. This latency and these legacies push teachers to tinker withtheir geography lessons (chapter six), using resources that are sometimes far removed from institu-tional demand. This results in conceiving the school geography of pri mary school as a discipline oflow intellectual intensity but also as a spectacle of the world. This situation is largely explained(Chapter Seven) by shortcomings in initial and continuous training, pushing female teachers to trainthemselves. Chapter eight shows that this lack of training offered by the institution leads theseteachers to be in tension between several postures. The one that takes place between individualsand a collective, the one that takes place between a search for efficiency and a pragmatic need foradaptation and that between the desire to be creators of their teachings and the need to follow pre-scriptions and Standards. This leads to the idea that the geography taught today in primary schoolwould be a "phantom discipline.”During this writing, five breaks are present to take a step back from the research work based on analyzes of artistic works
Klisińska, Anna. "The fundamental theorem of calculus : a case study into the didactic transposition of proof /". Luleå : Luleå Tekniska Universitet, 2009. http://pure.ltu.se/ws/fbspretrieve/2732706.
Pełny tekst źródłaWhittles, Kalvin. "Cryptology: A didactical transposition into grade 10 school Mathematics classroom". Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1955_1258027512.
Pełny tekst źródłaThis study in an extension of a Master's study, entitled Realistic Mathematics Education and the strategies grade 8 learners develop for the solution of two simultaneous linear equations. the current study investigates how new content could be introduced into a school mathematical curriculum. The new topic under discussion for this study is the topis of Cryptology. Two research cycles were carried out. For the first design research cycle there were three teaching experiments with teachers, grade 10 learners and students as participants. Seven activities weere developed from the second design research cycle which was worked through with gade 10 learners. All sessions for the second design research cycle were video taped. Important to the development of instrutional materials was the development of a hypothetical learning trajetory about the learning and teaching of each activity. the results of the study indicated that the way learners understood the content and the different ways in which they presented solutions augers well for the introduction of a specific new content strand, cryptology, into a new school mathematical curriculum. It is also important for developers of instructional material to have a strong mathematical content knowledge for the design of instructional materials
Modeste, Simon. "Enseigner l'algorithmique, pourquoi ? Quels apports pour l'apprentissage de la preuve ? Quelles nouvelles questions pour les mathématiques ?" Thesis, Grenoble, 2012. http://www.theses.fr/2012GRENM077.
Pełny tekst źródłaFor few years, the notion of an algorithm has been introduced in secondary school curricula in France and abroad. Teaching this concept, strongly linked with mathematics and proof raises many didactic questions. This thesis proposes an epistemological analysis of the concept of an algorithm in order to allow the study of its transposition and the building of didactic situations. First, we introduce a detailed epistemological analysis of the concept, highlighting its fundamental aspects. It allows us to propose a model of conceptions (in the meaning of ckc) for algorithm viewed from the academical knowledge and taking into account the different forms an algorithm can take. Those results, experimentally validated by the analysis of interviews of researchers, permit to study the didactic transposition involved in the French secondary school (lycée). Through the study of the official curricula and some textbooks and online resources, we emphasize a partial transposition of the concept, mainly tool-oriented and based on programming. Finally, the last part proposes a characterization of fundamental problems for algorithm and perspectives for designing an studying didactic situations in algorithmics
Martinez-Ibanez, Sylvain. "Transposition didactique externe et acquisition du concept de fraction : une comparaison internationale entre onze participants aux évaluations TIMSS". Thesis, Sorbonne Paris Cité, 2018. http://www.theses.fr/2018USPCB145.
Pełny tekst źródłaThis thesis provides an analysis of the external didactic transposition of the concept of fractions by comparing the knowledge that has been generated from researchers in this field with the contents of teaching programs in eleven territories across three geographical areas (North America, Western Europe, Southeast Asia). This study is used as a means to determine how knowledge that is taught in schools, in its topogenetic and chronogenetic aspects, correlates to student performance in the international TIMSS evaluations, in particular in the fourth year tests for which France was a participant in 2015. It draws upon the anthropological theory of didactics to establish how constraints that have been defined by the authors of programs at the societal level of the didactic codetermination scale influence the dissemination of fractions-related praxeologies. This research framework also provides the appropriate tools to examine TIMSS items by considering the knowledge, techniques, and tasks required by students for success. To understand which approach better explains student results, the didactic approach has been compared with the cognitive analysis carried out by the TIMSS authors for these assessments. In addition, didactic transposition, in the context of school systems and society, has also been taken into consideration as a way to better understand student outcomes. Analysis of student, parent and teacher input about mathematics education in general, and fractions in particular, from the questionnaires proposed by the TIMSS authors, has led to the identification of specific characteristics of these educational systems and the relationship of these characteristics to the content of school curricula and student performance
Jutand, Marthe-Aline. "Études des phenomenes de transposition didactique de la statistique dans le champ universitaire et ses environnements : une contribution à la pédagogie universitaire". Thesis, Bordeaux, 2015. http://www.theses.fr/2015BORD0366/document.
Pełny tekst źródłaStatistics, with its particularity being a science based on analysis anddecision, generates interests from all scientific and social domains. Thus, statistics isa many-sided discipline based on shared dimensions, but also on specificformulations.Researchers must develop specific skills to explain each step of a statisticalapproach in both situations studied: doctoral theses and expertise. Additionally,results need to be communicated clearly and precisely by a researcher in order toassure their comprehension and the appropriation of knowledge. The analysis ofdoctoral theses highlights a regularity in the use of statistical concepts and statisticallanguage, but also numerous specificities for academic disciplines. Moreover, theanalysis of expertise highlights that researchers set up didactic approaches toimprove the transfer of knowledge to decision-making politics.This thesis aims to take part in the reflection about i) the teaching ofstatistics at the university and ii) the pedagogical strategies that needs to bedeveloped by highlighting the teaching strategies proven to be useful for statisticaleducation. Our analysis clearly shows the importance of qualifying students in thedissemination and communication of results from statistical analyses. Takentogether, there is a clear need to develop new teaching strategies for statistics at theuniversity aiming at developing teaching methods facilitating explicitcommunication of statistical expertise and results addressing a wide range ofaudiences
Manceau, Corinne. "La formation professionnelle en prison : la transposition institutionnelle et l'environnement didactique en question". Thesis, Aix-Marseille, 2019. http://www.theses.fr/2019AIXM0488.
Pełny tekst źródłaThis research concerns vocational training in a penitentiary context and what both prevents and promotes the diffusion of knowledge in this unusual training facility. The research is based on the framework of the anthropological theory of didactics and more particularly on the notion of institutional and personal relations. We examine, through socioeconomic data and legal texts, the influence of relations with prisons and prisoners on vocational training and, in some prisons, the nature of the conditions and constraints that drive the functioning of educational systems. The results of the research based on an interview survey as well as a questionnaire survey, reveals the incongruity of attempting to reproduce in prison what is happening in the free environment and invites us to rethink the didactic organization of vocational training so that it is more effective in terms of the prison's reintegration mission to which it contributes
Prébiski, Sonia. "Etude de la transposition à la classe de pratiques de chercheurs en modélisation mathématique dans les sciences du vivant. Analyse des conditions de la dévolution de la mathématisation horizontale aux élèves". Thesis, Montpellier, 2018. http://www.theses.fr/2018MONTS083/document.
Pełny tekst źródłaIn this thesis in didactics of mathematics, we study a possible transposition to the classroom of practices of researchers using mathematical modelling. We are focusing on the devolution to secondary pupils (11 years to 18 years) of the work of horizontal mathematization necessary to make a situation rooted in reality accessible to a mathematical treatment.We frame our work in the methodology of didactic engineering. We also include issues related to teaching practices and also we have some similarities with the approach of second-generation didactic engineering.Our epistemological analyses allowed us to identify invariant practices of researchers in life sciences concerning horizontal mathematization. We then relied on these analyses to characterize, develop and analyse a realistic fiction designed as an adaptation of a professional problem of modelling on the prediction of growth of a tree. We conducted our experiments in a training device of collaborative problem solving with an initial phase of questions and answers. We support the hypothesis that the characteristics of a realistic fiction designed as an adaptation of a professional problem of modelling with an initial phase of questions-answers between peers are likely to favour the devolution of horizontal mathematization to pupils.The didactic analyses of the collected data were conducted based on the results of the epistemological study. They highlighted the devolution to students of horizontal mathematization. In addition, some traces of transposition of the invariant practices identified in the epistemological study were attested. Relying on the framework of the didactic and ergonomic double approach and on a study of literature in mathematics education on possible obstacles to the teaching of mathematical modelling, we have made hypotheses on the obstacles and conditions about teaching practices related to the teaching of horizontal mathematization. We used the potential magnifying effect offered by the in-service teachers’ training device to emit and test hypotheses about potential internal levers within this device, in respect to a certain extent, to possible obstacles and conditions. The study of the general scope of our results concerning ordinary teaching practices is still to be done
Faria, Marcelo Oliveira de. "Em busca de uma epistemologia de geografia escolar: a transposição didática". reponame:Repositório Institucional da UFBA, 2012. http://www.repositorio.ufba.br/ri/handle/ri/12693.
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Este trabalho apresenta três aspectos fundamentais para a discussão sobre o ensino de geografia, com especial ênfase na questão epistêmica: uma análise histórica da inserção dessa disciplina como parte dos currículos escolares brasileiros, na qual sustento que a definição dos conteúdos da disciplina estiveram mais vinculados às finalidades estabelecidas para a educação escolar nos diferentes períodos históricos que no diálogo com os progressos e a evolução da geografia acadêmica; apresenta a Teoria da Transposição Didática formulada por Chevallard – que coloca a questão epistêmica no centro da relação didática - e algumas críticas à ela formuladas para o ensino de ciências humanas, em particular, a geografia; discute a pertinência da Teoria da Transposição Didática como possibilidade de aproximação entre o processo de renovação da geografia acadêmica e da geografia escolar. Reivindica a formação de professores como condição fundamental para que o processo de transposição didática se realize em sua plenitude, e que, de fato, contribua para provocar alterações no ensino de geografia na educação básica. O trabalho foi realizado através de pesquisa documental e bibliográfica, em diálogo com a experiência do autor de mais de vinte e cinco anos na escola básica, como coordenador de disciplina e de curso de formação de professores, e como professor em cursos de formação de professores – inicial e continuada – desde 2001.
Salvador
Guillot, Gérald. "Des objets musicaux implicites à leur didactisation formelle exogène : transposition didactique interne du suíngue brasileiro en France". Thesis, Paris 4, 2011. http://www.theses.fr/2011PA040011.
Pełny tekst źródłaAfro-Brazilian music are now part of the rich French cultural landscape. They are heavily practiced in the associative world and used as a mean with high educational potential by a growing number of music teachers. But analysis of these musical productions reveals the disappearing of the suíngue brasileiro, a pan-African morphophoric microtiming phenomenon that participates to the founding of the Afro-Brazilian repertoire. Questioning the reasons for this absence, we implements a triple methodological lighting calling together musicology, disciplinary didactics and cognitive psychology. Based on a theoritical framework from cognitive anthropology and enabling a fertile dialogue between Anthropological Theory of Didactics and Theory of Didactic Situations, we show that the suíngue brasileiro is a musical object intricated in a praxeology where cognitive perception of the teacher is critical to ensure its transmission
Durante muitos anos, as músicas afro-brasileiras irrigaram uma parte da cultura musical francesa.Participando de uma modificação da educação musical escolar em França, elas estãoassim utilizadas como um dispositivo com um potencial educativo importante (sobretudo noplano do jogo coletivo, e da oralidade), pelo um número crescente de professores de educaçãomusical da escola do 1° grau . No entanto, elas têm características únicas (especialmente musicaise didáticas) que as tornam a priori incompatíveis com o nosso sistema educativo. Naverdade, na mudança de paradigma induzido pela passagem de uma transmissão informal endógenapara um ensinamento formal exógeno, postulo que o conceito de transposição didáticapode ser utilizado como uma ferramenta para a compreensão do ato educativo considerado,com a condição de realizar algumas adaptações. Chamados de "transculturais", alguns saberesfundamentais e implícitos são filtrados pela percepção cognitiva ocidental : é o caso do nossoobjeto de pesquisa, uma organização microrítmica que participa da fundação do repertórioafro-brasileiro. Por isso, acredito que, na sua esperança benevolente para fazer descobrir aoaluno a música do outro, o professor é confrontado com as suas próprias (etno)centrações soba forma de inferências cognitivas e culturais "inadaptadas" sobre aqueles objetos musicaisverdadeiramente exóticos. Essas percepções enviesam sua própria aprendizagem e induzemtransformações duráveis dos saberes no meio ambiente de recepção. Baseado sobre uma perspectivaantropo-cognitiva, a nossa problemática é pluridisciplinar por essência : ela integraconceitos da musicologia, das ciências cognitivas, da antropologia e, claro, da ciência da educação
Części książek na temat "Didactic transpositions"
Robutti, Ornella. "Meta-didactical Transposition". W Encyclopedia of Mathematics Education, 611–19. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-15789-0_100012.
Pełny tekst źródłaRobutti, Ornella. "Meta-Didactical Transposition". W Encyclopedia of Mathematics Education, 1–10. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77487-9_100012-1.
Pełny tekst źródłaChevallard, Yves, i Marianna Bosch. "Didactic Transposition in Mathematics Education". W Encyclopedia of Mathematics Education, 170–74. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-4978-8_48.
Pełny tekst źródłaChevallard, Yves, i Marianna Bosch. "Didactic Transposition in Mathematics Education". W Encyclopedia of Mathematics Education, 214–18. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-15789-0_48.
Pełny tekst źródłaAchtoun, Youssef, Mohammed Lamarti Sefian, Ismail Tahiri, Laakel Hemdanou Abderrafik i Mouali Sara. "The didactic transposition of probabilistic metric space concept". W Atlantis Highlights in Social Sciences, Education and Humanities, 196–206. Dordrecht: Atlantis Press International BV, 2023. http://dx.doi.org/10.2991/978-94-6463-360-3_21.
Pełny tekst źródłaBonnat, Catherine, Eric Sanchez, Elsa Paukovics i Nicolas Kramar. "Didactic Transposition and Learning Game Design. Towards a Ludicization Model for School Visits in Museums". W Didactics in a Changing World, 199–215. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-20810-2_12.
Pełny tekst źródłaArzarello, Ferdinando, Ornella Robutti, Cristina Sabena, Annalisa Cusi, Rossella Garuti, Nicolina Malara i Francesca Martignone. "Meta-Didactical Transposition: A Theoretical Model for Teacher Education Programmes". W The Mathematics Teacher in the Digital Era, 347–72. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-4638-1_15.
Pełny tekst źródłaCandy, Julie. "On the Didactic Transposition of the Concept of Ideal at the Bachelor Level". W Trends in Mathematics, 219–27. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76413-5_25.
Pełny tekst źródłaBarko, Timothy, Shirley Simon, María Pilar Jiménez-Aleixandre i Troy D. Sadler. "Metalogue: Design and Enactment of SSI Curriculum: Critical Theory, Difficult Content, and Didactic Transposition". W Contemporary Trends and Issues in Science Education, 239–43. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1159-4_13.
Pełny tekst źródłaCiviero, Paula Andrea Grawieski, i Fátima Peres Zago de Oliveira. "18. Critical Mathematics Education in Action". W Landscapes of Investigation, 295–322. Cambridge, UK: Open Book Publishers, 2022. http://dx.doi.org/10.11647/obp.0316.18.
Pełny tekst źródłaStreszczenia konferencji na temat "Didactic transpositions"
Jamilah, Didi Suryadi i Nanang Priatna. "Analysis of Didactic Transposition and HLT as a Rationale in Designing Didactic Situation". W 4th Sriwijaya University Learning and Education International Conference (SULE-IC 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201230.164.
Pełny tekst źródłaInsuasti, Jesus, i Juan Manuel Dodero Beardo. "About Didactic Transposition: Teaching programming fundamentals at different levels of the school system". W 2015 International Conference on Learning and Teaching in Computing and Engineering (LaTiCE). IEEE, 2015. http://dx.doi.org/10.1109/latice.2015.53.
Pełny tekst źródłaWinarji, Winarji, i Turmudi Turmudi. "Didactic Transposition On The Concept Of Central Angle And Circumferential Angle In Junior High School". W Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 2019, 12 October 2019, Bandung, West Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.12-10-2019.2296425.
Pełny tekst źródłaWijayanti, Dyana. "Development of Mathematical Textbook Analysis Model in Term of Connection based on the Didactic Transposition". W Proceedings of the 1st International Conference on Islamic Civilization, ICIC 2020, 27th August 2020, Semarang, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.27-8-2020.2303290.
Pełny tekst źródłaMarfuah, Marfuah, Didi Suryadi, Turmudi Turmudi i Jarnawi A. Dahlan. "Matrix algebra in high school: Didactic transposition to the regular and the emergency COVID-19 outbreak curriculum". W 2ND INTERNATIONAL CONFERENCE ON EMERGING SMART MATERIALS IN APPLIED CHEMISTRY (ESMAC-2021): ESMAC-2021. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0109906.
Pełny tekst źródłaEchegoyen Sanz, Yolanda, i Antonio Martín Ezpeleta. "A transdisciplinary educational experience at the Botanical Garden around scientific travelers". W Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9497.
Pełny tekst źródłaPassalacqua, Franco, i Elisabetta Nigris. "The faculty development model of University of Milan-Bicocca: towards an integration of general and disciplinary didactics". W Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11240.
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