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Chronaki, Anna
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Ödmo, M., Chronaki, A. & Boistrup, L. B. (2023). A teacher education course on climate change and critical mathematics education. In: Mathematics Education and the Socio-EcologicalICMI Symposium 20th March 2023: . Paper presented at The International Commission on Mathematical Instruction: Mathematics Education and the Socio-Ecological (pp. 74-76). ICMI
Öppna denna publikation i ny flik eller fönster >>A teacher education course on climate change and critical mathematics education
2023 (Engelska)Ingår i: Mathematics Education and the Socio-EcologicalICMI Symposium 20th March 2023, ICMI , 2023, s. 74-76Konferensbidrag, Publicerat paper (Övrigt vetenskapligt)
Abstract [en]

In this study we discuss the possible controversies faced by both a teacher and student-teachers when Critical Mathematics Education (CME) and climate change are being brought into a specific teaching setting, part of a teacher education program at a large university in Sweden. Driven by core ideas of CME, mathematics has been conceived as a formatting power for articulating issues of climate change (Coles et al. 2013). Mathematics can, potentially, change how such socio-ecological problems are perceived and formatted as solvable, predictable and so forth. In the particular case of teaching statistics, the teacher has to make certain choices concerning what data to look at since the particular data might suggest certain description or, solutions at the expense of others. In parallel, the teacher wonders how all these might influence the student-teachers who come into the statistics course with diverse needs and expectations. It is with these thoughts in mind (i.e., dilemmas that can lead to irresolvable problems) that the course teacher (and the first writer of this paper) enters this study (i.e., course plan and its enactment). Latour (2005) discards an abstract definition of the social and in his well-known book “Reassembling the Social” focuses on its material understanding as relationships between actants. The notion of ‘actant’ is grounded in Active Network Theory and signifies both human and non-human participants in a complex network as being capable of producing a particular effect and, thus, having agency (Smelser & Baltes, 2001). The relationship that we as a collective iterate over time, in assemblages, is a way of thinking of how things are done and, thus, a way to map the ‘social’ as a highly controversial terrain. Taking this theory into account along with the teacher’s dilemmas (as described above), we here perform an inquiry that aims to map potential actants and their relationships, as they are core in a teacher’s experience to plan and enact a statistics course that engages the theme of climate change through CME. For this inquiry, both the teacher’s logbook (or course diary notes) and student-teachers’ interviews are analyzed. The analysis so far, locates instances where the teacher connects to different actants such as the climate change phenomenon, the curricula, the course plan, and student-teachers. In some instances, these actants suggest ways of doing, decisions to make or choices that contradict each other and hint toward controversial issues. These all become evident in signs of hesitation by the teacher at moments of planning or enactment. They, moreover, reserve to create different narratives about what mathematics should be utilized and demands reflexive choices by the teacher over which narrative to follow. Such hesitations might also be traced back to how the arguments for choosing one narrative over the other are being constructed. In short, the analysis shows that since diverse arguments can be narrated, one might be left with the feeling of missing something in just following one. It is a rather vulnerable situation the teacher is in; risking being hold accountable for not dealing with the mathematical content that has good arguments for it to be dealt with.

Ort, förlag, år, upplaga, sidor
ICMI, 2023
Nationell ämneskategori
Didaktik
Forskningsämne
Matematikens didaktik
Identifikatorer
urn:nbn:se:mau:diva-61769 (URN)
Konferens
The International Commission on Mathematical Instruction: Mathematics Education and the Socio-Ecological
Tillgänglig från: 2023-08-02 Skapad: 2023-08-02 Senast uppdaterad: 2023-09-06Bibliografiskt granskad
Ödmo, M., Boistrup, L. B. & Chronaki, A. (2023). A teacher education statistics course encounters climate change and critical mathematics education: Thinking about controversies. In: Renato Marcone; Patricia Linardi; Raquel Milani; João Pedro A. de Paulo; Amanda Moura Queiroz; Michela Tuchapesk da Silva (Ed.), Proceedings of the 12th international conference of mathematics education and society: Sixth sketch, proofreading version. Paper presented at 12th International Conference of Mathematics Education and Society, 28th July - 02nd August - 2023 São Paulo - Brazil (pp. 1307-1321).
Öppna denna publikation i ny flik eller fönster >>A teacher education statistics course encounters climate change and critical mathematics education: Thinking about controversies
2023 (Engelska)Ingår i: Proceedings of the 12th international conference of mathematics education and society: Sixth sketch, proofreading version / [ed] Renato Marcone; Patricia Linardi; Raquel Milani; João Pedro A. de Paulo; Amanda Moura Queiroz; Michela Tuchapesk da Silva, 2023, s. 1307-1321Konferensbidrag, Publicerat paper (Refereegranskat)
Abstract [en]

In this study we discuss the complexity faced by a teacher when Critical Mathematics Education (CME) and climate change are being brought into a specific teaching setting that is part of a teacher education program a large university in Sweden. The teacher in the course encountered climate change as a timely thematic context to discuss statistics in the social. Driven by core ideas of CME, mathematics has been conceived as a formatting power for articulating issues of climate change (Coles et al. 2013). Mathematics can, potentially, change how climate change is perceived and formatted as solvable, predictable, and so forth. In the case of teaching statistics, the teacher must make certain choices concerning what data to look at since the particular examples of data might suggest certain narratives at the expense of others, but soon, confronts the complexity of opening mathematics to the social. It is with these thoughts in mind that the course teacher set up the course. Latour (2005) discards an abstract definition of the social and in his well-known book “Reassembling the Social” focuses on its material understanding as relationships between actants. The notion of ‘actant’ is grounded in Active Network Theory and signifies both human and non-human participants in a complex network as being capable of producing a particular effect and, thus, having agency (Smelser & Baltes, 2001). The relationship that we as a collective iterate over time, is a way of thinking of how things are done and, thus, a way to map the ‘social’ as a highly controversial terrain. Taking this theory into account along with the teacher’s dilemmas, we here perform an inquiry that aims to map potential actants and their relationships, as they are core in a teacher’s experience to plan and enact a statistics course that engages the theme of climate change through CME. For this inquiry, the teacher’s log (or course diary notes) is analyzed. The analysis locates instances where the teacher connects to different actants such as the climate change phenomenon, the curricula, the course plan, and student-teachers. In some instances, these actants suggest ways of doing that contradict each other. These all become evident as signs of hesitation by the teacher at specific moments of planning or enactment. The actants, moreover, reserve to create different narratives about what mathematics should be utilized and demands reflexive choices by the teacher over which narrative to follow. Such hesitations might also be traced back to how the arguments for choosing one narrative over the other are being constructed. In short, the analysis shows that since diverse arguments can be narrated, one might be left with the feeling of missing something in just following one. It is a rather vulnerable situation the teacher is in; risking being hold accountable for not dealing with the mathematical content that has good arguments for it to be dealt with, but, yet, knowing that taking this risk allows mathematics to enter the social.

Nationell ämneskategori
Didaktik
Forskningsämne
Matematikens didaktik
Identifikatorer
urn:nbn:se:mau:diva-61764 (URN)
Konferens
12th International Conference of Mathematics Education and Society, 28th July - 02nd August - 2023 São Paulo - Brazil
Tillgänglig från: 2023-08-02 Skapad: 2023-08-02 Senast uppdaterad: 2024-01-12Bibliografiskt granskad
Chronaki, A. (2023). Becoming citizen subject in the body politic: antinomies of archaic, modern and posthuman citizenship temporalities and the political of mathematics education. Research in Mathematics Education, 1-23
Öppna denna publikation i ny flik eller fönster >>Becoming citizen subject in the body politic: antinomies of archaic, modern and posthuman citizenship temporalities and the political of mathematics education
2023 (Engelska)Ingår i: Research in Mathematics Education, ISSN 1479-4802, E-ISSN 1754-0178, s. 1-23Artikel i tidskrift (Refereegranskat) Epub ahead of print
Abstract [en]

Mathematics education in the body politic is commonly argued as important for citizenship, the citizen and the subject but, often, the concepts remain unexamined. Based on etienne Balibar's political philosophy, the "becoming citizen subject" is traced in antiquity, modernity and posthumanity, through strivings for democracy and its impact for mathematics education is discussed. The article argues that prevailing images of the becoming "competent", "insurgent" and "creative" citizen subject are haunted in antinomies with missing human and nonhuman others acting at the margins of history and determining the political of mathematics education.

Ort, förlag, år, upplaga, sidor
Routledge, 2023
Nyckelord
becoming citizen subject, archaic modern and posthuman citizenship, mathematics education and democracy
Nationell ämneskategori
Utbildningsvetenskap
Identifikatorer
urn:nbn:se:mau:diva-59483 (URN)10.1080/14794802.2023.2183889 (DOI)000963703900001 ()2-s2.0-85152438738 (Scopus ID)
Tillgänglig från: 2023-05-15 Skapad: 2023-05-15 Senast uppdaterad: 2023-05-15Bibliografiskt granskad
Ödmo, M., Chronaki, A. & Bjorklund Boistrup, L. (2023). Bringing Critical Mathematics Education and Actor–Network Theory to a Statistics Course in Mathematics Teacher Education: Actants for Articulating Complexity in Student Teachers’ Foregrounds. Education Sciences, 13(12), 1201-1201
Öppna denna publikation i ny flik eller fönster >>Bringing Critical Mathematics Education and Actor–Network Theory to a Statistics Course in Mathematics Teacher Education: Actants for Articulating Complexity in Student Teachers’ Foregrounds
2023 (Engelska)Ingår i: Education Sciences, E-ISSN 2227-7102, Vol. 13, nr 12, s. 1201-1201Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

In this paper, we discuss how critical mathematics education (CME) and actor–networktheory (ANT) come together in a mathematics teacher education course that focuses on the thematiccontext of climate change to study statistics. Acknowledging the complexity that student teachersencounter when asked to move from a mainly instrumental treatment of statistics toward a criticalforeground of data in society, we turn to explore the actant networks, as theorized by ANT, utilized bystudent teachers when asked to imagine teaching from a CME perspective. For this, our study is basedon a series of interviews with student teachers who participated in a statistics course where pollutiondata graphs were discussed, inquiring about their role as future critical mathematics teachers. Thetranscribed interviews, analyzed through ANT, inform us as to how student teachers’ foregrounds arebeing shaped by actants such as the curriculum, social justice, democracy, and source critique, amongothers. Based on the above, we recommend that teacher education should invite active discussion ofthe complexity created when a CME perspective is required. This move would allow for a criticalapproach to critical mathematics education itself that could prepare student teachers to navigate,instead of ignoring or opposing, such complexity.

Ort, förlag, år, upplaga, sidor
MDPI, 2023
Nationell ämneskategori
Didaktik
Forskningsämne
Matematikens didaktik
Identifikatorer
urn:nbn:se:mau:diva-64518 (URN)10.3390/educsci13121201 (DOI)001136254800001 ()2-s2.0-85180699092 (Scopus ID)
Tillgänglig från: 2023-12-15 Skapad: 2023-12-15 Senast uppdaterad: 2024-02-01Bibliografiskt granskad
Chronaki, A., Planas, N. & Svensson Källberg, P. (2022). Onto/Epistemic Violence and Dialogicality in Translanguaging Practices Across Multilingual Mathematics Classrooms. Teachers College record (1970), 124(5), 108-126
Öppna denna publikation i ny flik eller fönster >>Onto/Epistemic Violence and Dialogicality in Translanguaging Practices Across Multilingual Mathematics Classrooms
2022 (Engelska)Ingår i: Teachers College record (1970), ISSN 0161-4681, E-ISSN 1467-9620, Vol. 124, nr 5, s. 108-126Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Background: The focus on translanguaging practices in multilingual classrooms canbe seen, by and large, as responding to risks of violence entailed in diverse contextsof language use, including the teaching and learning of mathematics. However, thepractice of translanguaging alone cannot counteract the hegemonic authority ofmonolingual and monologic curricula being present through interactions amongteachers, students, and researchers, as well as material resources.Purpose: Drawing on Bakhtin’s philosophy of language, we discuss dialogicalityas a critical and democratic organizing principle for the pervasive polyphony thatcharacterizes every utterance constituting heteroglossia. Dialogicality reconstitutesour relation to language through the “other” and the need to see any utterance as anonteleological process among subjects and objects. As such, the aim is to explorehow acts of dialogicality may address the potential risks of onto/epistemic violence intranslanguaging practices. Focusing on either emergent or orchestrated translanguagingin three European states: Greece, Catalonia and Sweden, we discuss how dialogicalityallows for alternative accounts of language use in complex classroom events.Method: Methodologically, we start by encountering the sociopolitical contextof monolingual and monologic curricula in Europe, where the three cases wetheorize take place, along with our considerations for dialogicality in the realm oftranslanguaging. Our theorizing-in-practice unfolds a double effort in reading. First,what can we read today as risks of onto/epistemic violence in each of these cases?1Malmö University, Malmö, Sweden2Autonomous University, Barcelona, Catalonia, Spain3Malmö University, Malmö, SwedenCorresponding Author:Anna Chronaki, Malmö University, Skåne County, Malmö 205 06, Sweden.Email: anna.chronaki@mau.se1104040TCZXXX10.1177/01614681221104040Teachers College RecordChronaki et al.research-article2022  Chronaki et al. 109And second, what is the potential of dialogic translanguaging across the cases andwithin the boundaries of state monolingual policy and monologic discursive cultureof school mathematics?Findings: The present article contributes by discussing dialogicality as a relationalonto/epistemology toward addressing translanguaging practices. Concerning thefirst question, our theorizing-in-practice shares evidence of the inevitable presenceof onto/epistemic violence in every utterance. The limited scope of a crudemathematisation process through language appears continuously in mathematicsclassrooms, serving to place either the object or the subject into fixed narratives.Regarding the second question, our dialogical reading of translanguaging denotes theimportance of the importance of minor responding(s) to such moments of violentrisk. We understand them as “cracks” in the authoritative status of monolingual andmonologic mathematics curricula; we argue that such minor, yet crucial, cracks areof great significance for creating acts of dialogicality from “below,” disrupting thehegemonic authority of an assumed neutral mathematical language.Conclusions/Recommendations: The risk of onto/epistemic violence is inevitablein any discursive and embodied encounter in multilingual mathematics classrooms,including the translanguaging practices. The study suggests that acts of dialogicalitybecome minor responses to violence in ways that both counteract oppressivemonologic discourse and open toward a relational onto/epistemology withmathematics, children, teachers, material resources, and researchers. Rememberinghow Bakhtin insisted that “language is never unitary” and “dialogue” is not a panacea,we emphasize the need for a continuous focus on creating acts of dialogicality withlanguage and discourse.

Ort, förlag, år, upplaga, sidor
Sage Publications, 2022
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Matematikens didaktik
Identifikatorer
urn:nbn:se:mau:diva-53798 (URN)10.1177/01614681221104040 (DOI)000805995000007 ()2-s2.0-85148525447 (Scopus ID)
Tillgänglig från: 2022-07-05 Skapad: 2022-07-05 Senast uppdaterad: 2024-02-05Bibliografiskt granskad
Rubel, L. H., Nicol, C. & Chronaki, A. (2021). A critical mathematics perspective on reading data visualizations: reimagining through reformatting, reframing, and renarrating. Educational Studies in Mathematics, 108, 249-268
Öppna denna publikation i ny flik eller fönster >>A critical mathematics perspective on reading data visualizations: reimagining through reformatting, reframing, and renarrating
2021 (Engelska)Ingår i: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 108, s. 249-268Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Data visualizations have proliferated throughout the COVID-19 pandemic to communicate information about the crisis and influence policy development and individual decision-making. In invoking exponential growth, mathematical modelling, statistical analysis, and the like, these data visualizations invite opportunities for mathematics teaching and learning. Yet data visualizations are social texts, authored from specific points of view, that narrate particular, and often consequential, stories. Their fundamental reliance on quantification and mathematics cements their social positioning as supposedly objective, reliable, and neutral. The reading of any data visualization demands unpacking the role of mathematics, including how data and variables have been formatted and how relationships are framed to narrate stories from particular points of view. We present an approach to a critical reading of data visualizations for the context of mathematics education that draws on three interrelated concepts: mathematical formatting (what gets quantified, measured, and how), framing (how variables are related and through what kind of data visualization), and narrating (which stories the data visualization tells, its potential impacts and limits). This approach to reading data visualisations includes a process of reimagining through reformatting, reframing and renarrating. We illustrate this approach and these three concepts using data visualizations published in the New York Times in 2020 about COVID-19. We offer a set of possible questions to guide a critical reading of data visualizations, beyond this set of examples.

Ort, förlag, år, upplaga, sidor
Springer, 2021
Nyckelord
COVID-19, Data science education, Data visualizations, Critical mathematics education, Graph reading, Critical pedagogy
Nationell ämneskategori
Didaktik
Identifikatorer
urn:nbn:se:mau:diva-46746 (URN)10.1007/s10649-021-10087-4 (DOI)000707959200002 ()34934245 (PubMedID)2-s2.0-85117034454 (Scopus ID)
Tillgänglig från: 2021-11-09 Skapad: 2021-11-09 Senast uppdaterad: 2024-02-05Bibliografiskt granskad
Chronaki, A. & Yolcu, A. (2021). Mathematics for "citizenship" and its "other" in a "global" world: critical issues on mathematics education, globalisation and local communities. Research in Mathematics Education, 23(3), 241-247
Öppna denna publikation i ny flik eller fönster >>Mathematics for "citizenship" and its "other" in a "global" world: critical issues on mathematics education, globalisation and local communities
2021 (Engelska)Ingår i: Research in Mathematics Education, ISSN 1479-4802, E-ISSN 1754-0178, Vol. 23, nr 3, s. 241-247Artikel i tidskrift (Refereegranskat) Published
Ort, förlag, år, upplaga, sidor
Routledge, 2021
Nationell ämneskategori
Pedagogik
Identifikatorer
urn:nbn:se:mau:diva-49198 (URN)10.1080/14794802.2021.1995780 (DOI)000732573400001 ()2-s2.0-85121743106 (Scopus ID)
Tillgänglig från: 2022-01-10 Skapad: 2022-01-10 Senast uppdaterad: 2024-02-05Bibliografiskt granskad
Ryan, U., Andersson, A. & Chronaki, A. (2021). “Mathematics is bad for society”: Reasoning about mathematics as part of society in a language diverse middle school classroom. In: Annica Andersson; Richard Barwell (Ed.), Applying Critical Mathematics Education: (pp. 144-165). Brill Academic Publishers
Öppna denna publikation i ny flik eller fönster >>“Mathematics is bad for society”: Reasoning about mathematics as part of society in a language diverse middle school classroom
2021 (Engelska)Ingår i: Applying Critical Mathematics Education / [ed] Annica Andersson; Richard Barwell, Brill Academic Publishers, 2021, s. 144-165Kapitel i bok, del av antologi (Övrigt vetenskapligt)
Abstract [en]

In this chapter, we report on a small-scale critical mathematics education project in a Swedish classroom with students of varied language backgrounds. The project departed from the student Arvid’s statement “Mathematics is bad for society.” Our research interest was twofold. On the one hand, we wanted to explore what knowledge is being (re)produced by students as they try to connect and reason with a statement like “Mathematics is bad for society.” And on the other hand, we were also interested in how the students in this classroom, in which they do not have shared mother tongues, can express and (dis)acknowledge knowledge when reasoning about mathematics in society. We found that when the students (and their teacher) grappled with unpacking critical aspects such as “mathematics in society,” their reciprocal assessment of claims was based on their individual ways of knowing and talking, and tended to shape both their actions and the outcome of their efforts. We show that the discussion around critical aspects of mathematics in society that came to the fore was intertwined with both students’ and the teacher’s (lack of) meta-understanding of language diversity.

Ort, förlag, år, upplaga, sidor
Brill Academic Publishers, 2021
Serie
New Directions in Mathematics and Science Education, ISSN 2352-7234 ; 35
Nationell ämneskategori
Pedagogik
Identifikatorer
urn:nbn:se:mau:diva-17636 (URN)10.1163/9789004465800_007 (DOI)978-90-04-46542-8 (ISBN)978-90-04-46541-1 (ISBN)978-90-04-46580-0 (ISBN)
Tillgänglig från: 2020-07-01 Skapad: 2020-07-01 Senast uppdaterad: 2023-07-04Bibliografiskt granskad
Ryan, U. & Chronaki, A. (2020). A joke on precision? Revisiting “precision” in the school mathematics discourse. Educational Studies in Mathematics, 104, 369-384
Öppna denna publikation i ny flik eller fönster >>A joke on precision? Revisiting “precision” in the school mathematics discourse
2020 (Engelska)Ingår i: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 104, s. 369-384Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

This paper discusses the place of precision in mathematics education by exploring its role in curricular guidelines and in classroom life. By means of a joke on precision delivered by a school student in South Sweden, our study focuses on student participation in mathematical tasks that require precision in processes of measuring and reasoning. The paper uses theories on humour and inferentialism to revisit the normative place of “precision” in mathematics classroom discourse.

Ort, förlag, år, upplaga, sidor
Springer Nature, 2020
Nyckelord
Precision, Mathematical discourse, Joke-event, Humour, Inferentialism
Nationell ämneskategori
Didaktik
Forskningsämne
Matematikens didaktik
Identifikatorer
urn:nbn:se:mau:diva-18128 (URN)10.1007/s10649-020-09963-2 (DOI)000557202100001 ()2-s2.0-85088834482 (Scopus ID)
Tillgänglig från: 2020-08-25 Skapad: 2020-08-25 Senast uppdaterad: 2023-08-24Bibliografiskt granskad
Dafermos, M., Chronaki, A. & Kontopodis, M. (2020). Cultural-Historical Activity Theory Travels to Greece: Actors, Contexts and Politics of Reception and Interpretation. Cultural-Historical Psychology, 16(2), 33-41
Öppna denna publikation i ny flik eller fönster >>Cultural-Historical Activity Theory Travels to Greece: Actors, Contexts and Politics of Reception and Interpretation
2020 (Engelska)Ingår i: Cultural-Historical Psychology, ISSN 1816-5435, E-ISSN 2224-8935, Vol. 16, nr 2, s. 33-41Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

This article explores how socio-cultural, cultural-historical and activity theory approaches to education and psychology have traveled to Greece over the last three decades. It explores the history of introducing these approaches in the Greek context while identifying key dimensions of the process, such as: diverse interpretation of original works, key actors in academic teaching and research and linkages with educational policy and activism beyond the university spaces. Greece with its specific history of military dictatorship, constitutional change, varied struggles for democracy within the university, European integration, and current crisis and neoliberal reforms is seen as a sample case; taking this case as a point of departure, the authors develop a meta-theoretical frame on how to discuss the various ways in which socio-cultural-historical approaches have traveled across socio-cultural, historical, institutional, political, regional, and also, increasingly globalized contexts of education.

Abstract [ru]

Статья посвящена анализу того, как идеи социокультурного, культурно-исторического и деятельностного подходов в образовании и психологии распространялись в Греции на протяжении последних 30 лет. Прослеживается история прихода этих идей в Грецию, их преломление в греческом контексте и ключевые факторы этого процесса, как то: широкая интерпретация источников, значимые фигуры в академической среде и науке, взаимосвязь с образовательной политикой и активизмом вне стен университетов. Специфика греческой истории с ее военной диктатурой, конституционными изменениями, борьбой за демократию, европейской интеграцией, новейшим кризисом и неолиберальными реформами — все это становится для авторов отправной точкой для выстраивания метатеоретической концепции, описывающей разнообразные способы, которыми социо-культурно-исторические подходы проникали в социокультурный, исторический, институциональный, политический, региональный и интенсивно глобализирующийся образовательный контексты.

Ort, förlag, år, upplaga, sidor
Moscow State Univ Psychology & Education, 2020
Nyckelord
activity theory, cultural-historical psychology, A.N. Leontiev, A.R. Luria, socio-cultural approach, translation, L.S. Vygotsky, globalization, traveling theory
Nationell ämneskategori
Idé- och lärdomshistoria
Identifikatorer
urn:nbn:se:mau:diva-17948 (URN)10.17759/chp.2020160205 (DOI)000546955800005 ()2-s2.0-85087803156 (Scopus ID)
Tillgänglig från: 2020-08-14 Skapad: 2020-08-14 Senast uppdaterad: 2024-02-05Bibliografiskt granskad
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