Result **1** to **20** of **56** total

Categorizing and promoting reversibility of mathematical concepts. (English)

Educ. Stud. Math. 93, No. 2, 137-153 (2016).

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).

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).

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).

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).

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).

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).

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).

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).

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).

10

Reasoning about intensive quantities in whole-number multiplication? A possible basis for ratio understanding. (English)

Learn. Math. 32, No. 2, 35-41 (2012).

11

Extending the coordination of cognitive and social perspectives. (English. Spanish summary)

PNA 6, No. 2, 43-49 (2012).

12

A developing approach to studying students’ learning through their mathematical activity. (English)

Cogn. Instr. 28, No. 1, 70-112 (2010).

13

Amidst multiple theories of learning in mathematics education. (English)

J. Res. Math. Educ. 40, No. 5, 477-490 (2009).

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).

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).

16

Key developmental understandings in mathematics: A direction for investigating and establishing learning goals. (English)

Math. Think. Learn. 8, No. 4, 359-371 (2006).

17

Distinguishing two stages of mathematics conceptual learning. (English)

Int. J. Sci. Math. Educ. 2, No. 2, 287-304 (2004).

18

Explicating a mechanism for conceptual learning: Elaborating the construct of reflective abstraction. (English)

J. Res. Math. Educ. 35, No. 5, 305-329 (2004).

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).

20

Result **1** to **20** of **56** total