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Kontextbedingungen und Verständigungsprozesse im Geometrieunterricht: Eine Fallstudie

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Klieme,  Eckhard
Max Planck Institute for Human Development, Max Planck Society;
Center for Educational Research, Max Planck Institute for Human Development, Max Planck Society;

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Thußbas,  Claudia
Center for Educational Research, Max Planck Institute for Human Development, Max Planck Society;

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Citation

Klieme, E., & Thußbas, C. (2001). Kontextbedingungen und Verständigungsprozesse im Geometrieunterricht: Eine Fallstudie. In S. v. Aufschnaiter, & M. Welzel (Eds.), Nutzung von Videodaten zur Untersuchung von Lehr-Lernprozessen (pp. 41-59). Münster: Waxmann.


Cite as: https://hdl.handle.net/11858/00-001M-0000-0025-967E-7
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