1.Beyond tokenism in the field? On the learning of a Mathematics teacher educator and faculty supervisor

作　　者：Kathleen Nolan

出　　处：Cogent Education. 2015 ;2(1).doi:10.1080/2331186X.2015.1065580

出版社：Taylor and Francis Ltd

文章 ID：159316447

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2.Aboriginal Perspectives and/in Mathematics: A Case Study of Three Grade 6 Teachers

作　　者：Kathleen Nolan ;J. Harley Weston

出　　处：in education. 2014 ;21(1):12-22.

出版社：University of Regina

文章 ID：185331963

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3.Increasing Access of Female Students in Science Technology, Engineering and Mathematics (STEM), in the University of Malawi (UNIMA)

作　　者：Nellie Mbano ;Kathleen Nolan

出　　处：Science Education International. 2017 ;28(1):53-77.

出版社：International Council of Associations for Science Education (ICASE)

文章 ID：216807327

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4.Flattening the Facebook Curve: Exploring Intersections of Critical Mathematics Education With the Real, the Surreal, and the Virtual During a Global Pandemic

作　　者：Annica Andersson ;Kathleen Nolan

出　　处：in education. 2021 ;26(2):24-50.doi:10.37119/ojs2021.v26i2.482

出版社：University of Regina

文章 ID：263551162

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5.Flattening the Facebook Curve: Exploring Intersections of Critical Mathematics Education With the Real, the Surreal, and the Virtual During a Global Pandemic

作　　者：Annica Andersson ;Kathleen Nolan

出　　处：in education. 2021 ;27(2):24-50.doi:10.37119/ojs2021.v26i2.482

出版社：University of Regina

文章 ID：1037116173

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