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Result 1 to 9 of 9 total

Examining the role of prior experience in the learning of algebra. (English)
Stewart, Sepideh (ed.), And the rest is just algebra. Cham: Springer (ISBN 978-3-319-45052-0/hbk; 978-3-319-45053-7/ebook). 19-39 (2017).
Classification: C35 H25 H35 C45 E45
1
Flexible thinking and met-befores: impact on learning mathematics. (English)
J. Math. Behav. 32, No. 3, 527-537 (2013).
Classification: E45 C35 D75
2
Metaphor or met-before? the effects of previous experience on practice and theory of learning mathematics. (English)
J. Math. Behav. 29, No. 3, 169-179 (2010).
Classification: C30 D20
3
Formative feedback and the mindful teaching of mathematics. (English)
Aust. Sr. Math. J. 21, No. 1, 19-29 (2007).
Classification: D34 D35 D64 D65 C74 C75 B50
4
Who are the students who take precalculus? (English)
Baxter Hastings, Nancy, A fresh start for collegiate mathematics. Mathematical Association of America, Washington, DC (ISBN 0-88385-179-2). 15-27 (2006).
Classification: D15 D35 B40
5
Jennifer’s journey: seeing and remembering mathematical connections in a pre-service elementary teachers course. (English)
van den Heuvel-Panhuizen, Marja, Proceedings of the 25th conference of the International Group of the Psychology of Mathematics Education. Vol. 2. , (ISBN 90-74684-16-5). 305-312 (2001).
Classification: C39
6
Symbols and the bifurcation between procedural and conceptual thinking. (English)
Can. J. Sci. Math. Technol. Educ. 1, No. 1, 81-104 (2001).
Classification: C30
7
Concept maps and schematic diagrams as devices for documenting the growth of mathematical knowledge. (English)
Zaslavsky, Orit, 23. Conference of the International Group for the Psychology of Mathematics Education (PME-23). Vol. 3. ,. 281-288 (1999).
Classification: C30
8
Applying algebraic thinking to data. Student support manual. Concepts and processes for the intermediate algebra student. (English)
Addison-Wesley, Reading, MA (ISBN 0-321-01048-5). 497 p. (1998).
Classification: M10
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