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Promoting metalinguistic and metamathematical reasoning in proof-oriented mathematics courses: a method and a framework. (English)
Int. J. Res. Undergrad. Math. Educ. 2, No. 2, 197-222 (2016).
Classification: E55 E45 C55 D75
1
The king and prisoner puzzle: a way of introducing the components of logical structures. (English)
PRIMUS, Probl. Resour. Issues Math. Undergrad. Stud. 26, No. 5, 424-436 (2016).
Classification: E35 A20
2
Conceptual blending: student reasoning when proving “conditional implies conditional” statements. (English)
J. Math. Behav. 33, 209-229 (2014).
Classification: E55 C35 G45
3
The Mayan activity: A way of teaching multiple quantifications in logical contexts. (English)
PRIMUS, Probl. Resour. Issues Math. Undergrad. Stud. 21, No. 8, 685-698 (2011).
Classification: I35 C75 D45
4
How to help students conceptualize the rigorous definition of the limit of a sequence. (English)
PRIMUS, Probl. Resour. Issues Math. Undergrad. Stud. 20, No. 6, 473-487 (2010).
Classification: I35 C35 D45
5
An empirical study of students’ understanding of a logical structure in the definition of limit via the $ε$-strip activity. (English)
Educ. Stud. Math. 73, No. 3, 263-279 (2010).
Classification: C35 I35 E45 E55 D25
6
Students’ images and their understanding of definitions of the limit of a sequence. (English)
Educ. Stud. Math. 69, No. 3, 217-233 (2008).
Classification: I35 C35 D25
7
An activity for development of the understanding of the concept of limit. (English)
Woo, Jeong-Ho (ed.) et al., Proceedings of the 31st annual conference of the International Group for the Psychology of Mathematics Education, PME, Seoul, Korea, July 8‒13, 2007. Vol. 1-4. Seoul: The Korea Society of Educational Studies in Mathematics. Part 4, 105-112 (2007).
Classification: I35 C35 A65
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Result 1 to 8 of 8 total

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