Result **1** to **20** of **63** total

The nested epistemic actions model for abstraction in context: theory as methodological tool and methodological tool as theory. (English)

Bikner-Ahsbahs, Angelika (ed.) et al., Approaches to qualitative research in mathematics education. Examples of methodology and methods. Dordrecht: Springer (ISBN 978-94-017-9180-9/hbk; 978-94-017-9181-6/ebook). Advances in Mathematics Education, 185-217 (2015).

1

Perceiving permutations as distinct outcomes: the accommodation of a complex knowledge system. (English)

Educ. Stud. Math. 88, No. 1, 43-64 (2015).

2

Investigating students’ geometrical proofs through the lens of students’ definitions. (English)

Oesterle, Susan (ed.) et al., Proceedings of the 38th conference of the International Group for the Psychology of Mathematics Education “Mathematics education at the edge", PME 38 held jointly with the 36th conference of PME-NA, Vancouver, Canada, July 15‒20, 2014, Vol. 3. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-363-0/v.3). 217-224 (2014).

3

From knowledge agents to knowledge agency. (English)

Oesterle, Susan (ed.) et al., Proceedings of the 38th conference of the International Group for the Psychology of Mathematics Education “Mathematics education at the edge", PME 38 held jointly with the 36th conference of PME-NA, Vancouver, Canada, July 15‒20, 2014, Vol. 3. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-363-0/v.3). 281-288 (2014).

4

Knowledge shifts in a probability classroom: a case study coordinating two methodologies. (English)

ZDM, Int. J. Math. Educ. 46, No. 3, 363-387 (2014).

5

Knowledge shifts and knowledge agents in the classroom. (English)

J. Math. Behav. 33, 192-208 (2014).

6

When visual and verbal representations meet the case of geometrical figures. (English)

Lindmeier, Anke M. (ed.) et al., Proceedings of the 37th conference of the International Group for the Psychology of Mathematics Education “Mathematics learning across the life span", PME 37, Kiel, Germany, July 28‒August 2, 2013. Vol. 2. Kiel: IPN‒Leibniz Institute for Science and Mathematics Education at the University of Kiel (ISBN 978-3-89088-288-8). 409-416 (2013).

7

Conceptual learning in a principled design problem solving environment. (English)

Res. Math. Educ. 15, No. 3, 266-285 (2013).

8

Knowledge shifts and knowledge agents. (English)

Lindmeier, Anke M. (ed.) et al., Proceedings of the 37th conference of the International Group for the Psychology of Mathematics Education “Mathematics learning across the life span", PME 37, Kiel, Germany, July 28‒August 2, 2013. Vol. 3. Kiel: IPN‒Leibniz Institute for Science and Mathematics Education at the University of Kiel (ISBN 978-3-89088-289-5). 49-56 (2013).

9

Learning beginning algebra in a computer-intensive environment. (English)

ZDM, Int. J. Math. Educ. 45, No. 3, 377-391 (2013).

10

From visual reasoning to logical necessity through argumentative design. (English)

Educ. Stud. Math. 79, No. 1, 19-40 (2012).

11

Partially correct constructs illuminate students’ inconsistent answers. (English)

Educ. Stud. Math. 75, No. 1, 65-87 (2010).

12

Transitions among different symbolic generalizations by algebra beginners in a computer intensive environment. (English)

Educ. Stud. Math. 69, No. 1, 53-71 (2008).

13

Learning beginning algebra with spreadsheets in a computer intensive environment. (English)

J. Math. Behav. 27, No. 1, 48-63 (2008).

14

Abstracting processes, from individuals’ constructing of knowledge to a group’s "shared knowledge". (English)

Math. Educ. Res. J. 19, No. 2, 41-68 (2007).

15

Constructing and consolidating of algebraic knowledge within dyadic processes: a case study. (English)

Educ. Stud. Math. 63, No. 3, 235-258 (2006).

16

Partial knowledge constructs for the probability area model. (English)

Novotná, Jarmila (ed.) et al., Mathematics in the centre. Proceedings of the 30th annual conference of the International Group for the Psychology of Mathematics Education, PME, Prague, Czech Republic, July 16‒21, 2006. Vol. 1-5. Prague: Charles University, Faculty of Education. Part 4, 449-456 (2006).

17

The role of the teacher in turning claims to arguments. (English)

Novotná, Jarmila (ed.) et al., Mathematics in the centre. Proceedings of the 30th annual conference of the International Group for the Psychology of Mathematics Education, PME, Prague, Czech Republic, July 16‒21, 2006. Vol. 1-5. Prague: Charles University, Faculty of Education. Part 5, 65-72 (2006).

18

Teacher guidance of knowledge construction. (English)

Johnsen Høines, Marit (ed.) et al., Proceedings of the 28th international conference of the International Group for the Psychology of Mathematics Education, PME 28, Bergen, Norway, July 14‒18, 2004. Bergen: Bergen University College. Part IV, 169-176 (2004).

19

Analyses of activity design in geometry in the light of student actions. (English)

Can. J. Sci. Math. Technol. Educ. 2, No. 4, 529-552 (2002).

20

Result **1** to **20** of **63** total