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Using activity theory to model the Taiwan Atayal students’ classroom mathematical activity. (English)
Int. J. Sci. Math. Educ. 11, No. 1, 213-236 (2013).
1
Tool use and the development of the function concept: from repeated calculations to functional thinking. (English)
Int. J. Sci. Math. Educ. 10, No. 6, 1243-1267 (2012).
2
Bridging the gap between the dense and the discrete: the number line and the “rubber line" bridging analogy. (English)
Math. Think. Learn. 14, No. 4, 265-284 (2012).
3
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