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Affichage de 1 - 6 of 6 (Bibliographie: Bibliographie WIKINDX globale)
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Creator: Núñez
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Lakoff, G., & Núñez, R. E. (2000). Where mathematics comes from: How the embodied mind brings mathematics into being. Basic Books.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 28.11%
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Núñez, R. E., & Lakoff, G. (1998). What did weierstrass really define? the cognitive structure of natural and continuity. Mathematical Cognition, 4(2), p. p85.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 26.93%
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Núñez, R. E., Edwards, L. D., & Matos, J. F. (1999). Embodied cognition as grounding for situatedness and context in mathematics education. Educational Studies in Mathematics, 39(1-3), p. p45.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 29.01%
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Núñez, R. E. (2005). Creating mathematical infinities: Metaphor, blending, and the beauty of transfinite cardinals. Journal of Pragmatics, 37(10), p. p1717–1741.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 34.45%
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Núñez, R. E., Motz, B. A., & Teuscher, U. (2006). Time after time: The psychological reality of the ego- and time-reference-point distinction in metaphorical construals of time. Metaphor & Symbol, 21(3), p. p133–146.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 32%
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Núñez, R. E. (2007). The cognitive science of mathematics: why is it relevant for mathematics education? In R. Lesh, E. Hamilton & J. Kaput (Eds.), Foundations for the Future in Mathematics Education (pp. 127–154). Mahwah, NJ: Lawrence Erlbaum Associates.
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Ajoutée par: Sterenn Audo
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Pop. 24.3%
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