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Result 1 to 20 of 42 total

What is the opposite of cat? A gentle introduction to group theory. (English)
Int. J. Math. Educ. Sci. Technol. 47, No. 1, 120-132 (2016).
Classification: H45
1
Proving as problem solving: the role of cognitive decoupling. (English)
J. Math. Behav. 40, Part B, 233-244 (2015).
Classification: E53 D53 G43
2
Bridging intuitive and analytical thinking: four looks at the 2-glass puzzle. (English)
Learn. Math. 34, No. 3, 2-7 (2014).
Classification: C30 D70 D39
3
Functions via everyday actions: support or obstacle? (English)
J. Math. Behav. 36, 126-134 (2014).
Classification: I20 D40 C30 D70
4
Revisiting the medical diagnosis problem: reconciling intuitive and analytical thinking. (English)
Chernoff, Egan J. (ed.) et al., Probabilistic thinking. Presenting plural perspectives. Dordrecht: Springer (ISBN 978-94-007-7154-3/hbk; 978-94-007-7155-0/ebook). Advances in Mathematics Education, 215-237 (2014).
Classification: K50 M60
5
Generic proving: reflections on scope and method. (English)
Learn. Math. 33, No. 3, 24-30 (2013).
Classification: E55 D75 C75
6
Taxicab. (English)
Math. Teach. (Derby), No. 220, 38-41 (2010).
Classification: B50
7
Intuitive vs analytical thinking: Four perspectives. (English)
Educ. Stud. Math. 71, No. 3, 263-278 (2009).
Classification: C30 D70
8
The slippery road from actions on objects to functions and variables. (English)
J. Res. Math. Educ. 40, No. 1, 18-39 (2009).
Classification: I23 I24 C33 C34
9
The rationality debate: application of cognitive psychology to mathematics education. (English)
Educ. Stud. Math. 62, No. 2, 105-126 (2006).
Classification: C30 D20
10
Mathematical thinking and human nature: Consonance and conflict. (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 III, 217-224 (2004).
Classification: C30 E20 A60
11
The emergence of mathematical collaboration in an interactive computer environment. (English)
Intern. J. Comput. Math. Learn. 9, No. 1, 1-23 (2004).
Classification: F40 F60
12
Being sloppy about slope: The effect of changing the scale. (English)
Educ. Stud. Math. 49, No. 1, 119-140 (2002).
Classification: I20
13
Learning number theory concepts via interaction in computerized environment. (English)
van den Heuvel-Panhuizen, Marja, Proceedings of the 25th conference of the International Group for the Psychology of Mathematics Education. Vol. 3. ,. 281-288 (2001).
Classification: F63
14
Finding the student’s voice vs. meeting the instructor’s expectations. Reaction paper to: ’Teaching and learning linear algebra with Cabri’ by Anna Sierpinska, Jana Trgalová, Joel Hillel and Tommy Dreyfus. (English)
Zaslavsky, Orit, 23. Conference of the International Group for the Psychology of Mathematics Education (PME-23). Vol. 1. ,. 135-140 (1999).
Classification: R25
15
A reaction to Burn’s "What are the fundamental concepts of group theory?". (English)
Educ. Stud. Math. 34, No. 3, 249-253 (1997).
Classification: H45
16
The world according to Johnny: a coping perspective in mathematics education. (English)
Educ. Stud. Math. 32, No. 3, 265-292 (1997).
Classification: C23
17
Abstraction is hard in computer-science too. (English)
Pehkonen, Erkki, 21. conference of the International Group for the Psychology of Mathematics Education (PME). ,. 9-16 (1997).
Classification: Q30
18
Just give me a computer and I will move the earth: programming as a catalyst of a cultural revolution in the mathematics classroom. (English)
Intern. J. Comput. Math. Learn. 1, No. 2, 189-195 (1996).
Classification: D30
19
Students’ Use and Misuse of Mathematical Theorems: The Case of Lagrange’s Theorem. (English)
Learn. Math. 16, No. 1, 23-26 (1996).
Classification: H44
20
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