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  1. International Handbook of Research in History, Philosophy and Science Teaching.Michael R. Matthews (ed.) - 2014 - Springer.
    This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics. It is contributed to by 130 researchers from 30 countries; it provides a logically structured, fully referenced guide to the ways in which science and mathematics education is, informed by the history and philosophy of these disciplines, as well as by the philosophy of education more generally. The first handbook to cover the (...)
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  • Reflections about mathematical chemistry.A. T. Balaban - 2005 - Foundations of Chemistry 7 (3):289-306.
    A personal account is presented for the present status of mathematical chemistry, with emphasis on non-numerical applications. These use mainly graph-theoretical concepts. Most computational chemical applications involve quantum chemistry and are therefore largely reducible to physics, while discrete mathematical applications often do not. A survey is provided for opinions and definitions of mathematical chemistry, and then for journals, books and book series, as well as symposia of mathematical chemistry.
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  • Towards Teaching Chemistry as a Language.Pierre Laszlo - 2013 - Science & Education 22 (7):1669-1706.
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  • To mathematize, or not to mathematize chemistry.Guillermo Restrepo - 2013 - Foundations of Chemistry 15 (2):185-197.
    By analysing a contemporary criticism to the so called “mathematical chemistry”, we discuss what we understand by mathematizing chemistry and its implications. We then pass to ponder on some positions on the subject by considering the cases of Laszlo, Venel and Diderot, opponents to the idea of mathematization of chemistry. In contrast, we analyse some scholars’ ideas on the fruitful relationship between mathematics and chemistry; here Dirac and Brown are considered. Finally, we mention that the mathematical–chemistry relationship should be considered (...)
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  • Integrating Epistemological Perspectives on Chemistry in Chemical Education: The Cases of Concept Duality, Chemical Language, and Structural Explanations.Ebru Kaya & Sibel Erduran - 2013 - Science & Education 22 (7):1741-1755.
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