The development of mathematics education as a scientific discipline – Reflections from a German perspective

Peter-Koop A, Biehler R (2008)
International Journal for the History of Mathematics Education 3(2): 83-90.

Zeitschriftenaufsatz | Veröffentlicht| Englisch
 
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Autor/in
Peter-Koop, AndreaUniBi; Biehler, Rolf
Erscheinungsjahr
2008
Zeitschriftentitel
International Journal for the History of Mathematics Education
Band
3
Ausgabe
2
Seite(n)
83-90
ISSN
1932-8818
Page URI
https://pub.uni-bielefeld.de/record/2938113

Zitieren

Peter-Koop A, Biehler R. The development of mathematics education as a scientific discipline – Reflections from a German perspective. International Journal for the History of Mathematics Education. 2008;3(2):83-90.
Peter-Koop, A., & Biehler, R. (2008). The development of mathematics education as a scientific discipline – Reflections from a German perspective. International Journal for the History of Mathematics Education, 3(2), 83-90.
Peter-Koop, A., and Biehler, R. (2008). The development of mathematics education as a scientific discipline – Reflections from a German perspective. International Journal for the History of Mathematics Education 3, 83-90.
Peter-Koop, A., & Biehler, R., 2008. The development of mathematics education as a scientific discipline – Reflections from a German perspective. International Journal for the History of Mathematics Education, 3(2), p 83-90.
A. Peter-Koop and R. Biehler, “The development of mathematics education as a scientific discipline – Reflections from a German perspective”, International Journal for the History of Mathematics Education, vol. 3, 2008, pp. 83-90.
Peter-Koop, A., Biehler, R.: The development of mathematics education as a scientific discipline – Reflections from a German perspective. International Journal for the History of Mathematics Education. 3, 83-90 (2008).
Peter-Koop, Andrea, and Biehler, Rolf. “The development of mathematics education as a scientific discipline – Reflections from a German perspective”. International Journal for the History of Mathematics Education 3.2 (2008): 83-90.

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