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  • 51.
    Olteanu, Constanta
    Linnaeus University, Faculty of Technology, Department of Mathematics Education.
    Kritiska aspekter och variation av innehåll (åk 4-6)2013Other (Other academic)
  • 52.
    Olteanu, Constanta
    Linnaeus University, Faculty of Technology, Department of Mathematics Education.
    Kritiska aspekter och variation av innehåll (åk 7-9)2014Other (Other academic)
  • 53.
    Olteanu, Constanta
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Learning study in mathematics education: opportunities and challenges2012In: The World Association of Lesson Studies 2012, 2012Conference paper (Other academic)
  • 54.
    Olteanu, Constanta
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Learning study: promoting and hindering factors in mathematics teaching2018In: International journal of mathematical education in science and technology, ISSN 0020-739X, E-ISSN 1464-5211, Vol. 49, no 7, p. 971-985Article in journal (Refereed)
    Abstract [en]

    This article focuses on presenting success factors for a group of teach-ers in carrying out a learning study in mathematics at their school.The research questions are: what are the actions of the school teach-ing community during development projects? What factors enablea group of teachers to carry out a learning study at their school?Activity theory provides a holistic framework to investigate rela-tionships among the components present in a learning study. Theresults are based on analysis of interviews with teachers, students,principal organizers of schools and project coordinators, videotapedlessons, students’tests and minutes taken at meetings of mathemat-ics projects. The results show that the skills of facilitators, the timedevoted to collaborative work, the link to learning theory and avoid-ing overly comprehensive content when teaching lessons are impor-tant promoting factors in mathematics teaching. The findings raiseimportant questions about the way in which teacher work within uni-versities.

  • 55.
    Olteanu, Constanta
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
    Learning study-modellen som aktivitet i matematikundervisningen2013In: Nationell konferens i Pedagogiskt arbete 16‐17 maj, 2013, Falun, 2013, p. 1-14Conference paper (Refereed)
    Abstract [sv]

    denna artikel kommer att presenteras sätt på vilket learning study-modellen användssom aktivitet i matematikundervisningen genom att fokusera på lärarnas deltagande idenna aktivitet. Resultaten grundas i analys av åtta fallstudier. Materialet består avintervjuer med lärare, elever, skolhuvudman och projektledare, videoinspeladelektioner, elevernas tester och anteckningar från protokoll förda vid olikamatematikprojektmöten. Resultaten visar att handledarnas kompetens, avsatt tid ischemat för det kollegiala samarbetet, kopplingen till lärande teori och att inte välja föromfattade innehåll i lektionernas genomförande är viktiga framgångsfaktorer imatematikundervisningen.

  • 56.
    Olteanu, Constanta
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Matematik: kunskapsbygge med hjälp av ämnesdidaktik2018Other (Other academic)
    Abstract [sv]

    Ämnesdidaktik är ett kunskapsområde där utbildningsvetenskap möter ämnesinnehåll och skolpraktik. Innebörden av ämnesdidaktiken kan dock se olika ut inom olika ämnesinriktningar. Matematikdidaktik, en av dessa inriktningar, omfattar alla objekt och fenomen som har med matematikundervisning och lärande i matematik att göra. Genom att ta avstamp dels i ett postkvalitativt perspektiv, med särskild inspiration i Gilles Deleuzes och Félix Guattaris filosofi, kommer min presentation att fokusera på viktigheten av att låta elevernas tänkande utgöra undervisningsinnehåll i matematik.

  • 57.
    Olteanu, Constanta
    Linnaeus University, Faculty of Technology, Department of Mathematics Education.
    Matematiskt resonemang och kritiska aspekter (åk 1-3)2013Other (Other academic)
  • 58.
    Olteanu, Constanta
    Linnaeus University, Faculty of Technology, Department of Mathematics Education.
    Matematiskt resonemang och kritiska aspekter (åk 4-6)2013Other (Other academic)
  • 59.
    Olteanu, Constanta
    Linnaeus University, Faculty of Technology, Department of Mathematics Education.
    Matematiskt resonemang och kritiska aspekter (åk 7-9)2013Other (Other academic)
  • 60.
    Olteanu, Constanta
    Linnaeus University, Faculty of Technology, Department of Mathematics Education.
    Modulkonstruktion Algebra 1-3, 4-6, 7-92013In: LUMA. Malmö högskola, 25-27 september, 2013, 2013Conference paper (Other academic)
  • 61.
    Olteanu, Constanta
    Linnaeus University, Faculty of Technology, Department of Mathematics Education.
    Möt modulmakarna inom Matematiklyftet: Algebra årskurs 1-3, 4–6 och 7-92014In: Matematikbiennalen: 6-7 februari, 2014, Umeå, 2014Conference paper (Other academic)
    Abstract [sv]

    Matematiklyftet är en fortbildning för lärare som undervisar i matematik. Skolverket har utvecklat en särskild webbplats, Lärportalen för matematik, där ett didaktiskt stödmaterial presenteras i form av moduler. Algebramodulen fokuserar på reflektionsprocessens betydelse för att utveckla ett professionellt förhållningssätt till undervisningen av algebra. Den centrala idén är användningen av variation av det algebraiska innehållet på ett medvetet och systematiskt sätt.

  • 62.
    Olteanu, Constanta
    Linnaeus University, Faculty of Technology, Department of Mathematics. Linnaeus University, Linnaeus Knowledge Environments, Education in Change.
    Olika programmeringsmiljöer: Programmering i grundsärskolan, åk 1-32020Other (Other academic)
  • 63.
    Olteanu, Constanta
    Linnaeus University, Faculty of Technology, Department of Mathematics. Linnaeus University, Linnaeus Knowledge Environments, Education in Change.
    Olika programmeringsmiljöer: Programmering i grundsärskolan, åk 4-62020Other (Other academic)
  • 64.
    Olteanu, Constanta
    Linnaeus University, Faculty of Technology, Department of Mathematics. Linnaeus University, Linnaeus Knowledge Environments, Education in Change.
    Olika programmeringsmiljöer: Programmering i grundsärskolan, åk 7-92020Other (Other academic)
  • 65. Olteanu, Constanta
    Particular case of the movement of electroconductor viscous fluids around the plane board with incidence1997In: European Women in Mathematics: Proceedings of the eighth general meeting, Trieste, Italy: Hindawi Publishing Corporation , 1997Conference paper (Refereed)
  • 66.
    Olteanu, Constanta
    Linnaeus University, Faculty of Technology, Department of Mathematics. Linnaeus University, Linnaeus Knowledge Environments, Education in Change.
    Pre-service teachers’ reasoning and sense making of variables2022In: International Education and Culture Studies, ISSN 2766-6778, Vol. 2, no 4, p. 6-20Article in journal (Refereed)
    Abstract [en]

    Researchers note that algebraic reasoning and sense making is essential for building conceptual knowledge in school mathematics. Consequently, pre-service teachers’ own reasoning and sense making are useful in fostering and developing students’ algebraic reasoning and sense making. This article explores the forms of reasoning and sense making that pre-service mathematics teachers exhibit and use in the process of analysing problem- posing tasks with a focus on first-degree equations. The research question concerns the characteristics of the problem-posing tasks used for reasoning and sense making of first- degree equations as well as the characteristics of pre-service teachers’ reasoning and sense making in problem-posing tasks. The analyses are grounded in a post-structuralist philosophical perspective and variation theory. Sixty-six pre-service primary teachers participated in the study. The results show that the characteristics of reasoning in problem- posing tasks and of pre-service teachers are selecting, exploring, reconfiguring, encoding, abstracting and connecting. The characteristics of sense making in problem-posing tasks and of pre-service teachers are recognition, relationships, profiling, comparing, laddering and verifying. Beside this, the connection between reasoning and sense making is rich in line of flight in problem-posing tasks, while the connection is rich in line of rupture for pre-service teachers.

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  • 67.
    Olteanu, Constanta
    Linnaeus University, Faculty of Technology, Department of Mathematics Education.
    Professional development by experiencing the object of learning2015In: Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education, International Group for the Psychology of Mathematics Education (PME) , 2015, Vol. 3, p. 321-328Conference paper (Refereed)
  • 68.
    Olteanu, Constanta
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Programmering och matematik i grundskola2020In: Presenterad på Digitala kompetensdagen, 27 oktober, 2020, 2020Conference paper (Other academic)
    Abstract [sv]

     Nya krav ställs på lärare och elever i och med regeringens beslut att programmering införs som ett tydligt inslag i matematik. Huvudidén i min presentation är att redogöra för vad dessa krav kan betyda för att länka matematiska idéer till sammanhängande helheter i programmering. I presentationen tas upp aktiviteter konstruerade och använda i programmeringsmiljöer i grundskola som visade att aktiviteterna har potential att stödja lärare och elever att lära sig att representera sina egna matematiska idéer med hjälp av programmering.

  • 69.
    Olteanu, Constanta
    Linnaeus University, Faculty of Technology, Department of Mathematics. Linnaeus University, Linnaeus Knowledge Environments, Education in Change.
    Programming, mathematical reasoning and sense-making2022In: International Journal of Mathematical Education in Science and Technology, ISSN 0020-739X, E-ISSN 1464-5211, Vol. 53, no 8, p. 2046-2064Article in journal (Refereed)
    Abstract [en]

    This article explores the features of students’ reasoning and sensemaking when computer programming and mathematics interact,specifically, using the exterior angle concept to make different regular polygons with Scratch as a programming tool. At the end of the2019 spring term in a public elementary school, data were obtainedfrom a pretest, a posttest, programming tasks, surveys, audio recordings, and research field notes. Fifty-six students aged 13–14 yearsparticipated in the study. Concepts from variation theory in combination with a post-structuralist philosophical perspective were used toanalyse what features of tasks allow students to experience reasoning and sense-making and what features are discerned in students’reasoning and sense-making. The results illustrate the features oftasks as well as how connections are created during task constructionbetween different concepts from mathematics and programming topromote sense-making and reasoning. The results also indicate thatthe features discerned in students’ reasoning and sense-making consist of a flow of lines that are diverse in form and are distributedacross the task assemblage. The use of repetition as difference atthe level of idea is powerful in order to create a close connectionbetween reasoning and sense-making and to support differencesand heterogeneities.

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  • 70. Olteanu, Constanta
    Quadratic functions and equations as ob­jects of learning.2004In: Forskning med anknytning till lärarutbildning och pedagogisk yrkesverksamhet – idag och i morgon, 2004Conference paper (Refereed)
  • 71.
    Olteanu, Constanta
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
    Reflection and the object of learning2016In: International Journal for Lesson and Learning Studies, ISSN 2046-8253, E-ISSN 2046-8261, Vol. 5, no 1, p. 60-75Article in journal (Refereed)
    Abstract [en]

    Purpose – The purpose of this paper is to present a model for supporting and increasing teachers’ reflection process.

    Design/methodology/approach – The model is grounded in two concepts from variation theory: critical aspects and dimensions of variation. Those concepts are related to the concepts of reflection in-, on- and for-action. Analysis of data allows for determination of what kind of reflection is used in teachers’ professional development (PD) and the teachers’ perceptions of the relevance and usefulness of the PD.

    Findings – The results show that, using the concepts of critical aspects and dimensions of variation, teachers practiced reflection in-, on- and for-action in a non-dualistic way.

    Practical implications – The preliminary results confirm that the teachers change their behaviours, through reflection processes, if they have the opportunity to focus on the object of learning and to use research results found in mathematics education in order to open up dimensions of variation in the identified critical aspects.

    Social implications – The design of algebra modules, according to concepts from variation theory and the reflection process, is the main result of this study. The model used in creating the modules has the potential for supporting and increasing teachers’ reflection process.

    Originality/value – A conceptual model of work practice evolution is proposed. The model is conceived as an intermediary between models of reflection, action at work and models of organisational teaching in the classroom. It considers work practices as evolving through confrontations between critical aspects, action in context, reflections in-, on- and for-action. The author advocate that the use of the presented methodology is not only inevitable but also vital to improve teachers’ PD.

  • 72.
    Olteanu, Constanta
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Reflection and the object of learning2016In: Education Abstracts: Eighteenth Annual International Conference on Education 16-19 May 2016, Athens, Greece / [ed] Gregory T. Papanikos, Athens Institute for Education and Research (ATINER), 2016, p. 116-116Conference paper (Other academic)
    Abstract [en]

    In the present paper, I present a model that can be used for supporting teachers’ reflection on practical situations they are confronted with. The model is grounded in two concepts from variation theory: critical aspects and dimensions of variation. Analysis of the data allows for determination of what kind of reflection is used in teachers’ professional development when working with algebra modules and the teachers´ perceptions of the relevance and usefulness of the professional development concerning algebra modules. The results show that effective professional development focuses on improving instructional practice by giving teachers new knowledge and techniques for assessing learning with the ultimate goal of improving the learning of students. The results also show that the teachers practiced reflection-in and on-action.

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  • 73.
    Olteanu, Constanta
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Reflection-for-action and the choice or design of examples in the teaching of mathematics2017In: Mathematics Education Research Journal, ISSN 1033-2170, E-ISSN 2211-050X, Vol. 29, no 3, p. 349-367Article in journal (Refereed)
    Abstract [en]

    A qualitative study documented the use of examples in connection with reflection-for-action by mathematics educators. This article focuses on the use of mathematical examples that were chosen or designed by the teachers during lesson planning. The data are drawn from a 3-year project intended to make educational research in mathematics more useful to teachers. The focus in the present article was on how teachers reflected about students’ learning as they prepared lessons. Analysis of the data showed that reflection-for-action was an effective teacher practice and useful for increasing the quality of the content the teacher intended to cover in a teaching situation. However, at the beginning of the study the teachers could not provide a proper explanation of what reflection was about. Their reflections were limited to preparing for the lessons in relation to the actual curriculum in Sweden. During the study, the teachers’ reflection-for-action improved as a consequence of using patterns of variation in designing examples connected to the object of learning.

  • 74.
    Olteanu, Constanta
    Linnaeus University, Faculty of Technology, Department of Mathematics Education.
    Reflektion som lärprocess (åk 1-3)2013Other (Other academic)
  • 75.
    Olteanu, Constanta
    Linnaeus University, Faculty of Technology, Department of Mathematics Education.
    Reflektion som lärprocess (åk 4-6)2013Other (Other academic)
  • 76.
    Olteanu, Constanta
    Linnaeus University, Faculty of Technology, Department of Mathematics Education.
    Reflektion som lärprocess (åk 7-9)2013Other (Other academic)
  • 77. Olteanu, Constanta
    Students’ development of algebraic ability and understanding in upper secondary school2002In: MADIF 3, 2002Conference paper (Refereed)
  • 78. Olteanu, Constanta
    Svårigheter och svårigheter med svårigheter i matematik2007In: Skolforum, 2007, 2007Conference paper (Other academic)
  • 79.
    Olteanu, Constanta
    Linnaeus University, Faculty of Technology, Department of Mathematics Education.
    The object of learning and professional development2015In: World Association of Lesson Studies (WALS) International Conference: Lesson study for improvement of classroom quality., 2015, p. 66-Conference paper (Refereed)
  • 80.
    Olteanu, Constanta
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    The object of learning as an analytic tool for the didactics of mathematics2016In: World Association of Lesson Studies (WALS) International Conference 2016, Lesson Study: Transforming Teaching and Teacher Learning in Professional Learning Communities, 3-5 September 2016, University of Exeter (UK), 2016Conference paper (Refereed)
    Abstract [en]

    This paper deals with one prominent topic in the field of mathematics education: the communication in mathematics. In this article, a framework is proposed for analyzing the effectiveness of communication in mathematics classrooms. The presentation is based on data collected, during a 3-year period, and consists of the students’ tests, the teachers’ lessons plan and reports of the lessons’ instructions. In the analysis, concepts relating to variation theory have been used as analytical tools. The success or failure of communication is a matter of the relation between thought contents of speaker and hearer. The analysis focus on the interaction among the intended, enacted and lived objects of learning. The intended object of learning refers to the part of the content that students should learn and which is supposed to be treated in the classroom. The enacted object of learning is what appears in the classroom and refers to what is possible for students to experience within the learning environment. The students’ initial level of capability to appropriate the object of learning as well as the way in which students understand the object of learning is the lived object of learning. The interaction among the intended, enacted and lived objects of learning is an indication of whether the communication in the classroom is successful or not. The results show that: effective communication occurs in the classroom if it has the real critical aspects in student learning as its starting point; teachers develop new strategies to present the contents by having the focus to open up dimensions of variation.

  • 81.
    Olteanu, Constanta
    Linnaeus University, Faculty of Technology, Department of Mathematics Education.
    The use of variation theory to improve teaching and learning of algebra2014In: World Association of Lesson Studies (WALS) International Conference 2014, Becoming Reflective Educators and Professionals Of Learning: November 25-28, 2014, Bandung, 2014Conference paper (Other academic)
  • 82.
    Olteanu, Constanta
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Understand students’ Algebraic Reasoning and Sense-Making2024In: Presented at 7th World Conference on Research in Education, Italy, Milan, 23-25 February 2024, 2024Conference paper (Refereed)
  • 83.
    Olteanu, Constanta
    Linnaeus University, Faculty of Technology, Department of Mathematics Education.
    Utvärdering av fortbildningsinsatsen2013Other (Other academic)
  • 84.
    Olteanu, Constanta
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Utvärdering– learning/lesson study2012In: Matematikbiennalen, 2012, 2012, p. 413b-Conference paper (Other academic)
    Abstract [sv]

    Linnéuniversitetet genomförde på uppdrag av Skolverket en fördjupad utvärdering av ett urval projekt inommatematiksatsningen 2009-2010. Det övergripande syftet är att utvärdera genomförda utvecklingsinsatserseffekter med avseende på kvaliteten i matematikundervisningen. Utvärderingen har en huvudsaklig kvalitativinriktning, och bygger på fördjupade samtal (gruppintervjuer, individuella intervjuer), projektdokumentationoch lärares fördjupade dokumentation. Viss kvantitativ information kommer också att samlas in för att belysakommunernas/skolornas förutsättningar.

  • 85.
    Olteanu, Constanta
    Högskolan i Kristianstad, Institutionen för beteendevetenskap.
    "Vad skulle x kunna vara?": Andragradsekvation och andragradsfunktion som objekt för lärande2007Doctoral thesis, monograph (Other academic)
  • 86.
    Olteanu, Constanta
    Linnaeus University, Faculty of Technology, Department of Mathematics Education.
    Vad är algebra och varför behövs den (åk 1-3)2013Other (Other academic)
  • 87.
    Olteanu, Constanta
    Linnaeus University, Faculty of Technology, Department of Mathematics Education.
    Vad är algebra och varför behövs den (åk 4-6)2013Other (Other academic)
  • 88.
    Olteanu, Constanta
    Linnaeus University, Faculty of Technology, Department of Mathematics Education.
    Vad är algebra och varför behövs den (åk 7-9)2013Other (Other academic)
  • 89. Olteanu, Constanta
    Varför är skolalgebra svårt?2003In: Tsunami, no 2Article in journal (Other (popular science, discussion, etc.))
  • 90. Olteanu, Constanta
    Vilka är elevernas svårigheter i algebra?: En un­dersökning av hur gymnasieelever under sitt andra år utvecklat sin algebraiska förståelse.2003In: Tsunami, no 3Article in journal (Other (popular science, discussion, etc.))
  • 91.
    Olteanu, Constanta
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
    Ekdahl, Anna-Lena
    Jönköping University.
    Intervju2013Other (Other academic)
  • 92.
    Olteanu, Constanta
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
    Ekdahl, Anna-Lena
    Jönköping University.
    Intervju (åk 1-3)2013Other (Other academic)
  • 93.
    Olteanu, Constanta
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
    Ekdahl, Anna-Lena
    Jönköping University.
    Intervju (åk 7-9)2013Other (Other academic)
  • 94.
    Olteanu, Constanta
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
    Fors, Jörgen
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
    Levels of thinking and critical aspects: Congress of European Research in Mathematics Education2013In: CERME 8, 2013Conference paper (Refereed)
    Abstract [en]

    In this article, the intention is to make a contribution to the existing research on algebra learning by presenting the van Hiele levels of reasoning and adapt them to algebra through use of the variation theory. The collected data consists of: students’ tests, examinations of students’ mathematical work, the teachers’ lesson plans and reports of the lessons’ instructions. The results indicate that there are different levels of thinking which have their own network of relations. The transition from one level to the next can be realised by analysing the real critical aspects in students’ learning and opening up for dimensions of variation in those aspects. The findings suggest valuable implementation to develop effective ways of experiencing the object of learning and expand students’ algebraic abilities.

  • 95. Olteanu, Constanta
    et al.
    Grevholm, Barbro
    Ottosson, Torgny
    A theoretical framework for analysis of teaching – learning processes in algebra2004In: Mathematics and Language. Proceedings of MADIF4 The 4th Swedish Mathematics Education Research Seminar / [ed] Bergsten, C. & Grevholm, B., Linköping: Svensk förening för matematikdidaktisk forskning , 2004, no 3, p. 243p. 203-211Conference paper (Refereed)
  • 96. Olteanu, Constanta
    et al.
    Grevholm, Barbro
    Ottosson, Torgny
    Algebra in upper secondary school: A study of teachers’ teaching and student learning2003In: European Society for Research in Mathematics Education, 2003Conference paper (Refereed)
  • 97. Olteanu, Constanta
    et al.
    Holgersson, Ingemar
    Ottosson, Torgny
    Second-degree equations as object of learning2008Conference paper (Other academic)
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  • 98.
    Olteanu, Constanta
    et al.
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Holmqvist, Mona
    Defining a non-complex learning object from pre-school to upper secondary school2010In: Proceedings 4rd International Multi-Conference on Society, Cybernetics and Informatics: EISTA 2010, 2010, p. 18-23Conference paper (Refereed)
  • 99.
    Olteanu, Constanta
    et al.
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Holmqvist, Mona
    University of Gothenburg.
    Differences in success in solving second-degree equations due to differences in classroom instruction2012In: International Journal of Mathematical Education in Science and Technology, ISSN 0020-739X, E-ISSN 1464-5211, Vol. 43, no 5, p. 575-587Article in journal (Refereed)
    Abstract [en]

    The point of departure in this study is that differences in solving second-degree equations result from differences in what is presented to the students in a learning situation. However, the specified aim is to describe what kind of differences seem to be crucial for learning, and what does seem fruitless. The study is carried out in an upper secondary school in Sweden. Data consist of video-recorded lessons and tests. Two teachers and 45 students participated in this study. The analysis has been made with the aid of variation theory. The results show that the teachers focused on different aspects of a second-degree equation, and that this implied different learning outcomes as some of the aspects were not critical to promoting learning while others were.

  • 100.
    Olteanu, Constanta
    et al.
    Oskarshamn Local Authority.
    Holmqvist, Mona
    Högskolan Kristianstad.
    The concept of function: Critical aspects induced by teaching and textbook2009In: Proceedings 3rd International multi-conference on society, cybernetics and informatics: vol II / [ed] I Callos, N., Carrasquero, J.V., Oropeza, A, Tremante, A. & Welsch, F., 2009, p. 195-200Conference paper (Refereed)
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    FULLTEXT01
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