Bibby, Tamara (2009) How do Pedagogic Practices Impact on Learner Identities in Mathematics? A Psychoanalytically Framed Response. In: Mathematical Relationships in Education: Identities and Participation. Routledge Research in Education . Routledge, London, pp. 123-135. ISBN 978-0-415-99684-6 (hardback) 978-0-203-87611-4 (electronic)
![[img]](http://eprints.ioe.ac.uk/style/images/fileicons/other.png) |
PDF (How do Pedagogic Practices Impact on Learner Identities in Mathematics? A Psychoanalytically Framed Response)
Bibby2009How123.pdf Restricted to Repository staff only Download (153Kb) |
| Item Type: | Book Section |
|---|---|
| Additional Information: | This paper has been closed as the permission from the publisher has not been verified. |
| Uncontrolled Keywords: | Pedagogy |
| Subjects: | Departments > Learning, Curriculum and Communication |
| Depositing User: | IOE Repository Editor (2) |
| Date Deposited: | 12 Mar 2010 14:24 |
| Last Modified: | 26 Jun 2012 22:27 |
| URI: | http://eprints.ioe.ac.uk/id/eprint/1632 |
Actions (login required)
 |
View Item |
