@inbook {MATHEDUC.06638814,
author = {Baker, William and Czarnocha, Bronislaw},
title = {From arithmetic to algebra. A sequence of theory-based tasks.},
year = {2016},
booktitle = {The creative enterprise of mathematics teaching research. Elements of methodology and practice -- from teachers to teachers},
isbn = {978-94-6300-548-7},
pages = {425-443},
publisher = {Rotterdam: Sense Publishers},
doi = {10.1007/978-94-6300-549-4_32},
abstract = {Summary: The chapter deals with language in the mathematics classrooms, especially with mathematics remedial classrooms. It presents an unusual example of integrating two independent theories, the {\it A. Sfard} [Educ. Stud. Math. 22, No. 1, 1--36 (1991; ME 1992a.03697)] theory of reification and {\it R. G. Shepard} [J. Math. Behav. 12, No. 3, 287--93 (1993; ME 1995c.01410)] and {\it T. J. Shuell} [``Phases of meaningful learning", Rev. Educ. Res. 60, No. 4, 531--547 (1990; \url{doi:10.3102/00346543060004531})] integrated theory of cognitive development and writing categories. In the first cycle it's the TR Design Type A, from Practice; it uses problem types designed through practice and supports itself by a standard yet simple statistical analysis.},
msc2010 = {C30xx (E40xx F40xx H20xx H30xx)},
identifier = {2016f.00221},
}