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Result 1 to 20 of 56 total

Teaching algebra. I: Standpoints on elementary algebra and its teaching. (Apprentissages algébriques. I: Points de vue sur l’algèbre élémentaire et son enseignement.) (French. English summary)
Ann. Didact. Sci. Cogn. 21, 117-152 (2016).
Classification: E40 H20
1
Commentary: linking epistemology and semio-cognitive modeling in visualization. (English)
ZDM, Int. J. Math. Educ. 46, No. 1, 159-170 (2014).
Classification: D20 D40
2
A crucial topic in mathematical education: the ability to change the register of representation. (Spanish)
Gac. R. Soc. Mat. Esp. 9, No. 1, 143-168 (2006).
Classification: C30 C50 D20
3
Transformations of semiotic representations and the practice of mathematical thinking. (Trasformazioni di rappresentazioni semiotiche e prassi di pensiero in matematica.) (Italian. English summary)
Mat. Didatt. 20, No. 4, 585-619 (2006).
Classification: E20 D20 C30
4
A cognitive analysis of problems of comprehension in a learning of mathematics. (English)
Educ. Stud. Math. 61, No. 1-2, 103-131 (2006).
Classification: D20 C30 E20
5
Language, symbols, images, schemes.. How do they affect understanding in mathematics and other fields? (Linguaggio, simboli, immagini, schemi.. In quale modo intervengono nella compressione in matematica e altrove?) (Italian)
Boll. Docenti Mat., No. 50, 19-39 (2005).
Classification: C30 D20
6
Cognitive conditions of the geometric learning: Developing visualisation, distinguishing various kinds of reasoning and co-ordinating their running. (Les conditions cognitives de l’apprentissage de la géométrie: Développement de la visualisation, différenciation des raisonnements et coordination de leurs fonctionnements.) (French)
Ann. Didact. Sci. Cogn. 10, 5-53 (2005).
Classification: C30 G10
7
Description, visualisation and reasoning: which "prime learnings" in mathematical activity? (Décrire, visualiser ou raisonner: Quels ’apprentissages premiers’ de l’activité mathématique?) (French)
Ann. Didact. Sci. Cogn. 8, 13-62 (2003).
Classification: D20 C30
8
Representation, vision and visualization: cognitive functions in mathematical thinking. Basic issues for learning. (German)
Hitt, Fernando, Representations and mathematics visualization. Cinvestav-IPN, Mexico (ISBN 968-5226-10-5). 311-335 (2002).
Classification: C30
9
Writing, reasoning and discovering of mathematical proof. (Écriture, raisonnement et découverte de la démonstration en mathématiques.) (French)
Rech. Didact. Math. 20, No. 2, 135-170 (2000).
Classification: E50
10
Constructing, seeing, and reasoning in geometry: interdependences. (Costruire, vedere e ragionare in geometria: quali rapporti?) (Italian)
Boll. Docenti Mat., No. 41, 9-24 (2000).
Classification: G42
11
Basic issues for research in mathematics education. (English)
Nakahara, Tadao et al., 24th Conference of the International Group for the Psychology of Mathematics Education (PME 24). Vol. 1. ,. 55-69 (2000).
Classification: D20
12
Does mathematics learning make special demands on the cognitive skills? (L’apprendimento in matematica richiede un funzionamento cognitivo specifico?) (Italian)
Mat. Didatt., No. 1, 17-42 (1999).
Classification: C32
13
Analysis of proof texts in different theoretical settings. (Analyse de textes de démonstration dans des cadres théoriques différents.) (French)
Produire et lire des textes de démonstration. Actes du colloque. ,. 259-284 (1998).
Classification: E50
14
Writing and comprehension: Why pupils should write proofs. (Écriture et compréhension: Pourquoi faire écrire des textes de démonstration par les élèves?) (French)
Produire et lire des textes de démonstration. Actes du colloque. ,. 79-98 (1998).
Classification: E50
15
Argumenting, proving, explaining continuity or cognitive break. (Argomentare, dimostrare, spiegare: continuità o rottura cognitiva.) (Italian)
Pitagora Editrice, Bologna (ISBN 88-371-1011-1). 47 p. (1998).
Classification: E50
16
Semiotic representations and cognitive operations of thinking. (Registros de representación semiótica y funcionamiento cognitivo del pensamiento.) (Spanish)
Hitt Espinosa, Fernando, Didáctica - Investigaciones en matemática educativa II. 35 aniversario del CINVESTAV. , (ISBN 970-625-151-0). 173-201 (1998).
Classification: C30
17
Questions concerning knowledge analysis. (Signe et objet. Pt. 2: Questions relatives à l’analyse de la connaissance.) (French)
Pluvinage, François, Annales de didactique et de sciences cognitives. Publication des travaux du séminaire de Didactique des Mathématiques de Strasbourg. Vol. 6. ,. 165-196 (1998).
Classification: E20
18
Sign and object. Pt. 1: Three big stages in the relationship between representation and object. (Signe et objet. Pt. 1: Trois grandes étapes dans la problématique des rapports entre représentation et objet.) (French)
Pluvinage, François, Annales de didactique et de sciences cognitives. Publication des travaux du séminaire de Didactique des Mathématiques de Strasbourg. Vol. 6. ,. 139-163 (1998).
Classification: E20
19
Geometry from a cognitive point of view. (English)
Mammana, Carmelo et al., Perspectives on the teaching of geometry for the 21st century. Kluwer, Dordrecht (ISBN 0-7923-4990-3). 37-52 (1998).
Classification: G40
20
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