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Gregory Hine, Notre Dame University, Australia, Judy Anderson, University of Sydney, Robyn Reaburn, University of Tasmania, Michael Cavanagh, Macquarie University, Sydney, Linda Galligan, University of Southern Queensland, Bing H. Ngu, University of New England, Australia, Bruce White, University of South Australia
Book:

Teaching Secondary Mathematics

Published online:

27 October 2021

Print publication:

24 September 2021, pp 354-362
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Chapter 3 - Making mathematical connections
from Part 1 - Contemporary issues in learning and teaching mathematics
- By Gregory Hine
Gregory Hine, Notre Dame University, Australia, Judy Anderson, University of Sydney, Robyn Reaburn, University of Tasmania, Michael Cavanagh, Macquarie University, Sydney, Linda Galligan, University of Southern Queensland, Bing H. Ngu, University of New England, Australia, Bruce White, University of South Australia
Book:

Teaching Secondary Mathematics

Published online:

27 October 2021

Print publication:

24 September 2021, pp 61-88
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Acknowledgements
Gregory Hine, Notre Dame University, Australia, Judy Anderson, University of Sydney, Robyn Reaburn, University of Tasmania, Michael Cavanagh, Macquarie University, Sydney, Linda Galligan, University of Southern Queensland, Bing H. Ngu, University of New England, Australia, Bruce White, University of South Australia
Book:

Teaching Secondary Mathematics

Published online:

27 October 2021

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24 September 2021, pp xii-xiii
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Chapter 5 - Inquiry-based learning
from Part 1 - Contemporary issues in learning and teaching mathematics
- By Judy Anderson
Gregory Hine, Notre Dame University, Australia, Judy Anderson, University of Sydney, Robyn Reaburn, University of Tasmania, Michael Cavanagh, Macquarie University, Sydney, Linda Galligan, University of Southern Queensland, Bing H. Ngu, University of New England, Australia, Bruce White, University of South Australia
Book:

Teaching Secondary Mathematics

Published online:

27 October 2021

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24 September 2021, pp 112-135
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Chapter 1 - The learning and teaching of mathematics
from Part 1 - Contemporary issues in learning and teaching mathematics
- By Michael Cavanagh
Gregory Hine, Notre Dame University, Australia, Judy Anderson, University of Sydney, Robyn Reaburn, University of Tasmania, Michael Cavanagh, Macquarie University, Sydney, Linda Galligan, University of Southern Queensland, Bing H. Ngu, University of New England, Australia, Bruce White, University of South Australia
Book:

Teaching Secondary Mathematics

Published online:

27 October 2021

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24 September 2021, pp 8-34
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Part 1 - Contemporary issues in learning and teaching mathematics
Gregory Hine, Notre Dame University, Australia, Judy Anderson, University of Sydney, Robyn Reaburn, University of Tasmania, Michael Cavanagh, Macquarie University, Sydney, Linda Galligan, University of Southern Queensland, Bing H. Ngu, University of New England, Australia, Bruce White, University of South Australia
Book:

Teaching Secondary Mathematics

Published online:

27 October 2021

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24 September 2021, pp 7-7
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Chapter 4 - Using technology in mathematics education
from Part 1 - Contemporary issues in learning and teaching mathematics
- By Bruce White
Gregory Hine, Notre Dame University, Australia, Judy Anderson, University of Sydney, Robyn Reaburn, University of Tasmania, Michael Cavanagh, Macquarie University, Sydney, Linda Galligan, University of Southern Queensland, Bing H. Ngu, University of New England, Australia, Bruce White, University of South Australia
Book:

Teaching Secondary Mathematics

Published online:

27 October 2021

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24 September 2021, pp 89-111
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Chapter 8 - Assessing mathematics learning
from Part 1 - Contemporary issues in learning and teaching mathematics
- By Gregory Hine
Gregory Hine, Notre Dame University, Australia, Judy Anderson, University of Sydney, Robyn Reaburn, University of Tasmania, Michael Cavanagh, Macquarie University, Sydney, Linda Galligan, University of Southern Queensland, Bing H. Ngu, University of New England, Australia, Bruce White, University of South Australia
Book:

Teaching Secondary Mathematics

Published online:

27 October 2021

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24 September 2021, pp 192-220
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Introduction
- By Gregory Hine
Gregory Hine, Notre Dame University, Australia, Judy Anderson, University of Sydney, Robyn Reaburn, University of Tasmania, Michael Cavanagh, Macquarie University, Sydney, Linda Galligan, University of Southern Queensland, Bing H. Ngu, University of New England, Australia, Bruce White, University of South Australia
Book:

Teaching Secondary Mathematics

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27 October 2021

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24 September 2021, pp 1-6
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Chapter 13 - Functions and calculus
from Part 2 - Learning and teaching key mathematics content
- By Robyn Reaburn
Gregory Hine, Notre Dame University, Australia, Judy Anderson, University of Sydney, Robyn Reaburn, University of Tasmania, Michael Cavanagh, Macquarie University, Sydney, Linda Galligan, University of Southern Queensland, Bing H. Ngu, University of New England, Australia, Bruce White, University of South Australia
Book:

Teaching Secondary Mathematics

Published online:

27 October 2021

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24 September 2021, pp 329-353
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Chapter 7 - Aboriginal and Torres Strait Islander learners and mathematics
from Part 1 - Contemporary issues in learning and teaching mathematics
- By Judy Anderson
Gregory Hine, Notre Dame University, Australia, Judy Anderson, University of Sydney, Robyn Reaburn, University of Tasmania, Michael Cavanagh, Macquarie University, Sydney, Linda Galligan, University of Southern Queensland, Bing H. Ngu, University of New England, Australia, Bruce White, University of South Australia
Book:

Teaching Secondary Mathematics

Published online:

27 October 2021

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24 September 2021, pp 167-191
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Contents
Gregory Hine, Notre Dame University, Australia, Judy Anderson, University of Sydney, Robyn Reaburn, University of Tasmania, Michael Cavanagh, Macquarie University, Sydney, Linda Galligan, University of Southern Queensland, Bing H. Ngu, University of New England, Australia, Bruce White, University of South Australia
Book:

Teaching Secondary Mathematics

Published online:

27 October 2021

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24 September 2021, pp v-ix
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Chapter 10 - Number and algebra
from Part 2 - Learning and teaching key mathematics content
- By Bing H. Ngu
Gregory Hine, Notre Dame University, Australia, Judy Anderson, University of Sydney, Robyn Reaburn, University of Tasmania, Michael Cavanagh, Macquarie University, Sydney, Linda Galligan, University of Southern Queensland, Bing H. Ngu, University of New England, Australia, Bruce White, University of South Australia
Book:

Teaching Secondary Mathematics

Published online:

27 October 2021

Print publication:

24 September 2021, pp 246-274
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Chapter 11 - Measurement and geometry
from Part 2 - Learning and teaching key mathematics content
- By Gregory Hine
Gregory Hine, Notre Dame University, Australia, Judy Anderson, University of Sydney, Robyn Reaburn, University of Tasmania, Michael Cavanagh, Macquarie University, Sydney, Linda Galligan, University of Southern Queensland, Bing H. Ngu, University of New England, Australia, Bruce White, University of South Australia
Book:

Teaching Secondary Mathematics

Published online:

27 October 2021

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24 September 2021, pp 275-300
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Frontmatter
Gregory Hine, Notre Dame University, Australia, Judy Anderson, University of Sydney, Robyn Reaburn, University of Tasmania, Michael Cavanagh, Macquarie University, Sydney, Linda Galligan, University of Southern Queensland, Bing H. Ngu, University of New England, Australia, Bruce White, University of South Australia
Book:

Teaching Secondary Mathematics

Published online:

27 October 2021

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24 September 2021, pp i-iv
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Chapter 6 - Gender, culture and diversity in the mathematics classroom
from Part 1 - Contemporary issues in learning and teaching mathematics
- By Gregory Hine
Gregory Hine, Notre Dame University, Australia, Judy Anderson, University of Sydney, Robyn Reaburn, University of Tasmania, Michael Cavanagh, Macquarie University, Sydney, Linda Galligan, University of Southern Queensland, Bing H. Ngu, University of New England, Australia, Bruce White, University of South Australia
Book:

Teaching Secondary Mathematics

Published online:

27 October 2021

Print publication:

24 September 2021, pp 136-166
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Part 2 - Learning and teaching key mathematics content
Gregory Hine, Notre Dame University, Australia, Judy Anderson, University of Sydney, Robyn Reaburn, University of Tasmania, Michael Cavanagh, Macquarie University, Sydney, Linda Galligan, University of Southern Queensland, Bing H. Ngu, University of New England, Australia, Bruce White, University of South Australia
Book:

Teaching Secondary Mathematics

Published online:

27 October 2021

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24 September 2021, pp 221-221
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6 - International Innovation
from Part II - Functional Issues
Alain Verbeke, University of Calgary, I. H. Ian Lee, Loyola University Chicago
Book:

International Business Strategy

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02 September 2021

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23 September 2021, pp 167-188
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Summary

1. To explain the reasons for the trend towards R&D decentralization and to describe the difference between ‘home-base-exploiting’ and ‘home-base-augmenting’ innovation sites inside the MNE.
2. To highlight the key stages in the development of foreign R&D units.
3. To explain the role of subsidiary initiatives in the innovation sphere and the functioning of the ‘corporate immune system’, geared towards destroying such initiatives.
4. To foster understanding on how clusters of innovation (COIs) contribute to MNEs’ new upstream FSA development, and function as cross-border ecosystems.
5. To examine the potential conﬂicts between host country research sites and the corporate office.

2 - The Critical Role of Firm-Specific Advantages
from Part I - Core Concepts
Alain Verbeke, University of Calgary, I. H. Ian Lee, Loyola University Chicago
Book:

International Business Strategy

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02 September 2021

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23 September 2021, pp 79-96
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Summary

1. To describe the four characteristics of core competencies, which are the higher-order firm-specific advantages (FSAs) of the firm.
2. To explain the importance of the corporation’s ‘strategic architecture’ in the context of core competencies.
3. To develop an understanding of MNEs’ business model diversification, whereby the FSAs deployed in each business model, though at least different in part, should also mutually reinforce one another to drive growth and profitability.
4. To identify the bounded rationality and bounded reliability problems associated with MNEs outsourcing their R&D, if they want to maintain or build core competencies in innovation.
5. Based on the conceptual framework in Chapter 1, to analyze the managerial implications of an ill-conceived, sole focus on core competencies.

Copyright page
Alain Verbeke, University of Calgary, I. H. Ian Lee, Loyola University Chicago
Book:

International Business Strategy

Published online:

02 September 2021

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23 September 2021, pp iv-iv
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Index

Chapter 3 - Making mathematical connections

Acknowledgements

Chapter 5 - Inquiry-based learning

Chapter 1 - The learning and teaching of mathematics

Part 1 - Contemporary issues in learning and teaching mathematics

Chapter 4 - Using technology in mathematics education

Chapter 8 - Assessing mathematics learning

Introduction

Chapter 13 - Functions and calculus

Chapter 7 - Aboriginal and Torres Strait Islander learners and mathematics

Contents

Chapter 10 - Number and algebra

Chapter 11 - Measurement and geometry

Frontmatter

Chapter 6 - Gender, culture and diversity in the mathematics classroom

Part 2 - Learning and teaching key mathematics content

6 - International Innovation

Summary

2 - The Critical Role of Firm-Specific Advantages

Summary

Copyright page

Textbooks

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38615 results in Cambridge Textbooks

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Summary