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Result 1 to 20 of 56 total

Categorizing and promoting reversibility of mathematical concepts. (English)
Educ. Stud. Math. 93, No. 2, 137-153 (2016).
Classification: D30 C30 E40
1
Participatory and anticipatory stages of mathematical concept learning: further empirical and theoretical development. (English)
J. Res. Math. Educ. 47, No. 1, 63-93 (2016).
Classification: C30
2
The assessment of mathematical literacy of linguistic minority students: results of a multi-method investigation. (English)
J. Math. Behav. 40, Part A, 88-105 (2015).
Classification: D60 C50
3
An emerging theory for design of mathematical task sequences: promoting reflective abstraction of mathematical concepts. (English)
Nicol, Cynthia (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. 5. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-365-4/v.5). 193-200 (2014).
Classification: D50 D30
4
Two stages of mathematics concept learning: additional applications in analysis of student learning. (English)
Nicol, Cynthia (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. 5. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-365-4/v.5). 201-208 (2014).
Classification: C30
5
Love, sex and mathematics. Better education will come about through better teachers. (Amor, sexo y matemáticas. Reflexiones a partir de la prática en la cocina del prácticum.) (Spanish. English summary)
Uno 20, No. 65, 42-48 (2014).
Classification: D39 D29 B50 D43
6
Promoting reversibility: building on learning through activity. (English)
Lindmeier, Anke M. (ed.) et al., Proceedings of the 37th conference of the International Group for the Psychology of Mathematics Education “Mathematics learning across the life span", PME 37, Kiel, Germany, July 28‒August 2, 2013. Vol. 4. Kiel: IPN‒Leibniz Institute for Science and Mathematics Education at the University of Kiel (ISBN 978-3-89088-290-1). 225-232 (2013).
Classification: C30
7
Issues in theorizing mathematics learning and teaching: a contrast between learning through activity and DNR research programs. (English)
J. Math. Behav. 32, No. 3, 281-294 (2013).
Classification: C30 D40
8
Promoting fundamental change in mathematics teaching: a theoretical, methodological, and empirical approach to the problem. (English)
ZDM, Int. J. Math. Educ. 45, No. 4, 573-582 (2013).
Classification: D20 B50
9
The need for theories of conceptual learning and teaching of mathematics. (English)
Leatham, Keith R. (ed.), Vital directions for mathematics education research. New York, NY: Springer (ISBN 978-1-4614-6976-6/hbk; 978-1-4614-6977-3/ebook). 95-118 (2013).
Classification: D20 C30 D40
10
Reasoning about intensive quantities in whole-number multiplication? A possible basis for ratio understanding. (English)
Learn. Math. 32, No. 2, 35-41 (2012).
Classification: F30 F40 F70 F80
11
Extending the coordination of cognitive and social perspectives. (English. Spanish summary)
PNA 6, No. 2, 43-49 (2012).
Classification: D20 C30 C60
12
A developing approach to studying students’ learning through their mathematical activity. (English)
Cogn. Instr. 28, No. 1, 70-112 (2010).
Classification: C30 C70
13
Amidst multiple theories of learning in mathematics education. (English)
J. Res. Math. Educ. 40, No. 5, 477-490 (2009).
Classification: C30
14
Mathematics: a human potential. (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 1, 109-114 (2007).
Classification: D30 C30 E20 A60
15
Constraints on what teachers can learn from their practice: teachers’ assimilatory schemes. (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 1, 137-141 (2007).
Classification: C39 C79
16
Key developmental understandings in mathematics: A direction for investigating and establishing learning goals. (English)
Math. Think. Learn. 8, No. 4, 359-371 (2006).
Classification: C30 F40
17
Distinguishing two stages of mathematics conceptual learning. (English)
Int. J. Sci. Math. Educ. 2, No. 2, 287-304 (2004).
Classification: E40 C30 D20
18
Explicating a mechanism for conceptual learning: Elaborating the construct of reflective abstraction. (English)
J. Res. Math. Educ. 35, No. 5, 305-329 (2004).
Classification: C30 D20
19
Explicating the role of mathematical tasks in conceptual learning: an elaboration of the hypothetical learning trajectory. (English)
Math. Think. Learn. 6, No. 2, 91-104 (2004).
Classification: D20 C30
20
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