Title:
Whose phenomena count? Phenomenological framing, epistemological authority, and the pursuit of justice in mathematics teacher education research
Author(s):
Scheiner, Thorsten
Year of publication:
2025
Available Date:
2025-12-03T06:09:59Z
Part of Identifier:
ISSN (print): 1386-4416
e-ISSN (online): 1573-1820
Keywords:
mathematics teacher education research
phenomenological framing
epistemological authority
DDC-Classification:
370 Bildung und Erziehung
Publication Type:
Wissenschaftlicher Artikel
URL of the Original Publication:
DOI of the Original Publication:
Journaltitle:
Journal of Mathematics Teacher Education
Department/institution:
Mathematik und Informatik
Institut für Mathematik
