Result **1** to **20** of **33** total

The interplay between mathematicians’ conceptual and ideational mathematics about continuity of complex-valued functions. (English)

Int. J. Res. Undergrad. Math. Educ. 2, No. 3, 362-389 (2016).

1

Secondary students’ quantification of ratio and rate: a framework for reasoning about change in covarying quantities. (English)

Math. Think. Learn. 17, No. 1, 64-90 (2015).

2

Secondary teachers’ conception of various forms of complex numbers. (English)

J. Math. Teach. Educ. 18, No. 4, 327-351 (2015).

3

Together yet separate: students’ associating amounts of change in quantities involved in rate of change. (English)

Educ. Stud. Math. 89, No. 1, 89-110 (2015).

4

Visualizing the arithmetic of complex numbers. (English)

Int. J. Technol. Math. Educ. 21, No. 3, 103-114 (2014).

5

A teacher’s conception of definition and use of examples when doing and teaching mathematics. (English)

Math. Think. Learn. 16, No. 4, 285-311 (2014).

6

Relating student outcomes to teacher development of student-adaptive pedagogy. (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). 321-328 (2014).

7

Reasoning on the complex plane via inscriptions and gesture. (English)

J. Math. Behav. 36, 109-125 (2014).

8

Structured approaches to participatory design for children: can targeting the needs of children with autism provide benefits for a broader child population? (English)

Instr. Sci. 42, No. 1, 47-65 (2014).

9

Reasoning about quantities that change together. (English)

Math. Teach. (Reston) 106, No. 9, 704-708 (2013).

10

Predicting amounts of change in quantities. (English)

Math. Teach. Middle Sch. 19, No. 5, 260-264 (2013).

11

Chunky and smooth images of change. (English)

Learn. Math. 33, No. 3, 31-37 (2013).

12

Distinguishing schemes and tasks in children’s development of multiplicative reasoning. (English. Spanish summary)

PNA 7, No. 3, 85-101 (2013).

13

Children’s development of multiplicative reasoning: a schemes and tasks framework. (English)

Tso, Tai-Yih (ed.), Proceedings of the 36th conference of the International Group for the Psychology of Mathematics Education “Opportunities to learn in mathematics education", PME 36, Taipei, Taiwan, July 18‒22, 2012, Vol. 4. Taipei: National Taiwan Normal University. 155-162 (2012).

14

Assessing proofs via oral interviews. (English)

Investig. Math. Learn. 4, No. 3, 1-14 (2012).

15

An experimental study of the effects of stereotype threat and stereotype lift on men and women’s performance in mathematics. (English)

J. Exp. Educ. (Philadelphia) 80, No. 2, 137-149 (2012).

16

Reasoning about variation in the intensity of change in covarying quantities involved in rate of change. (English)

J. Math. Behav. 31, No. 3, 313-330 (2012).

17

Investigating the fundamental theorem of calculus. (English)

Math. Teach. (Reston) 103, No. 6, 430-435 (2010).

18

Assessing multiple abstract algebra assessments. (English)

Investig. Math. Learn. 1, No. 3, 1-26 (2009).

19

Internet approach versus lecture and lab-based approach for teaching an introductory statistical methods course: Students’ opinions. (English)

Teach. Stat. 31, No. 1, 21-26 (2009).

20

Result **1** to **20** of **33** total