<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>5</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Jean-Baptiste Lagrange</style></author><author><style face="normal" font="default" size="100%">Jaime Huincahue</style></author><author><style face="normal" font="default" size="100%">Giorgos Psycharis</style></author></authors><secondary-authors><author><style face="normal" font="default" size="100%">A. Kuzniak</style></author><author><style face="normal" font="default" size="100%">E. Montoya-Delgadillo</style></author><author><style face="normal" font="default" size="100%">P.R. Richard</style></author></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">Modeling in Education: New Perspectives Opened by the Theory of Mathematical Working Spaces</style></title><secondary-title><style face="normal" font="default" size="100%">Mathematical Work in Educational Context. Mathematics Education in the Digital Era</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2022</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://doi.org/10.1007/978-3-030-90850-8_11</style></url></web-urls></urls><publisher><style face="normal" font="default" size="100%">Springer</style></publisher><volume><style face="normal" font="default" size="100%">18</style></volume><pages><style face="normal" font="default" size="100%">247-266</style></pages><language><style face="normal" font="default" size="100%">eng</style></language></record></records></xml>