Financial mathematics of bankers’ practice

Referencias

Abor, J. (2017). Entrepreneurial finance for MSMEs: a managerial approach for developing markets. Cham: Springer. Angrosino, M. (2005). Recontextualizing observation: ethnography, pedagogy, and the prospects for a progressive political agenda. In N. K. Denzin & Y. S Lincoln (Eds.), The Sage Handbook of Qualitative Research (pp. 729-745). Third Edition. London: Sage Publications. Billet, S. (2011). Workplace curriculum: practice and propositions. In: F. Dochy et al. (Ed.), Theories of Learning for the Workplace: building blocks for training and professional development programs , (pp. 17-36). Oxon: Routledge. Charmaz, K. (2005). Grounded Theory in the 21st century: applications for advancing social justice studies. In N. K. Denzin & Y. S Lincoln (Eds.), The Sage Handbook of Qualitative Research (pp. 507-535). Third Edition. London: Sage Publications. Denzin, N. K. & Lincoln, Y. S. (2005). Introduction: the discipline and the practice of qualitative research. In N. K. Denzin & Y. S Lincoln (Eds.), The Sage Handbook of Qualitative Research (pp. 1-32). Third Edition. London: Sage Publications. Drake, P. P. & Fabozzi, F. J. (2009). Foundations and applications of the time value of money. New Jersey: John Wiley & Sons. FitzSimons, G. (2014). Commentary on vocational mathematics education: where mathematics education confronts the realities of people’s work. Educational Studies in Mathematics, 86(2), 291-305. Fontana, A. & Frey, J. (2005). The interview: from neutral stance to political involvment. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage Handbook of Qualitative Research (pp. 695-727). Third Edition. London: Sage Publications. Hoyles, C., Noss, R., Kent, P. & Bakker, A. (2010.). Improving mathematics at work: the need for techno-mathematical literacies. New York: Routledge. Lave, J. & Wenger, E. (1991). Situated learning: legitimate peripheral participation. New York: Cambridge University Press. Lobato, J. (2006). Alternative perspectives on the transfer of learning: history, issues, and challenges for future research. The Journal of the Learning Sciences, 15(4), 431-449. Schmidt, R. & Gibbs, P. (2009). The challenges of work-based learning in the changing context of the European Higher Education area. European Journal of Education, 44(3), 399-410. Swanson, D. & Williams, J. (2014). Making abstract mathematics concrete in and out of school. Educational Studies in Mathematics, 86(2), 193-209. Voigt, J. (1994). Negotiation of mathematical meaning and learning mathematics. Educational Studies in Mathematics, 26, 275-298. Wake, G. (2014). Making sense of and with mathematics: the interface between academic mathematics and mathematics in practice. Educational Studies in Mathematics, 86(2), 271-290. Wedege, T. (2010). Researching workers’ mathematics at work. Paper presented at Educational Interfaces Between Mathematics And Industry Conference. Lisboa: Centro Internacional de Matemática, p. 565-574. Wenger, E. (1998). Communities of practice: learning, meaning, and identity. New York: Cambridge University Press. Wertsch, J. V. (1991). Voices of the mind: a sociocultural approach to mediated action. Cambridge: Harvard University Press. Wertsch, J. V. (1998). Mind as action. New York: Oxford University Press. Zevenbergen, R. J. (2011). Young workers and their dispositions towards mathematics: tensions of a mathematical habitus in the retail industry. Educational Studies in Mathematics, 76, 87-100.