Textual configurations as and approach to evaluate textual difficulties of mathematical tasks

Bednorz D, Kleine M (Submitted)
Presented at the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11), Utrecht.

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Erscheinungsjahr
2019
Konferenz
Eleventh Congress of the European Society for Research in Mathematics Education (CERME11)
Konferenzort
Utrecht
Konferenzdatum
2019-02-05 – 2019-02-10
Page URI
https://pub.uni-bielefeld.de/record/2937313

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Bednorz D, Kleine M. Textual configurations as and approach to evaluate textual difficulties of mathematical tasks. Presented at the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11), Utrecht.
Bednorz, D., & Kleine, M. (Submitted). Textual configurations as and approach to evaluate textual difficulties of mathematical tasks. Presented at the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11), Utrecht.
Bednorz, D., and Kleine, M. (Submitted).“Textual configurations as and approach to evaluate textual difficulties of mathematical tasks”. Presented at the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11), Utrecht.
Bednorz, D., & Kleine, M., Submitted. Textual configurations as and approach to evaluate textual difficulties of mathematical tasks. Presented at the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11), Utrecht.
D. Bednorz and M. Kleine, “Textual configurations as and approach to evaluate textual difficulties of mathematical tasks”, Presented at the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11), Utrecht, Submitted.
Bednorz, D., Kleine, M.: Textual configurations as and approach to evaluate textual difficulties of mathematical tasks. Presented at the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11), Utrecht (Submitted).
Bednorz, David, and Kleine, Michael. “Textual configurations as and approach to evaluate textual difficulties of mathematical tasks”. Presented at the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11), Utrecht, Submitted.

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