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What can you infer from this example? Applications of online, rich-media tasks for enhancing pre-service teachers’ knowledge of the roles of examples in proving. (English)
Leung, Allen (ed.) et al., Digital technologies in designing mathematics education tasks. Potential and pitfalls. Cham: Springer (ISBN 978-3-319-43421-6/hbk; 978-3-319-43423-0/ebook). Mathematics Education in the Digital Era 8, 215-235 (2017).
Classification: U79 D49 D59 E59
1
Perceiving permutations as distinct outcomes: the accommodation of a complex knowledge system. (English)
Educ. Stud. Math. 88, No. 1, 43-64 (2015).
Classification: K53 E53 C33
2
Partially correct constructs illuminate students’ inconsistent answers. (English)
Educ. Stud. Math. 75, No. 1, 65-87 (2010).
Classification: C30 K50 D20
4
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).
Classification: K53 C33
5
The use of models in teaching proof by mathematical induction. (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, 113-120 (2004).
Classification: E54 C34 D44 A64
6
Ron’s theorem and beyond: A true mathematician and GSP in action. (English)
Math. Teach. (Reston) 97, No. 2, 148-151 (2004).
Classification: G40 R20
7
Students’ understandings of the role of counter-examples. (English)
Olivier, Alwyn et al., 22. Conference of the International Group for the Psychology of Mathematics Education (PME 22). Vol. 4. ,. 225-232 (1998).
Classification: E53
8
The ladder problem and extensions. (English)
Consortium, No. 64, 6-7, 11 (1997).
Classification: G43
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