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Result 1 to 20 of 51 total

Establishing mathematics education as an academic field: a constructive odyssey. (English)
J. Res. Math. Educ. 44, No. 2, 354-370 (2013).
Classification: D20 B40
1
A theory bite on learning through mathematical activity. (English)
Cogn. Instr. 29, No. 2, 256-263 (2011).
Classification: C30 D40 D20
2
The constructivist researcher as teacher and model builder. (English)
Yackel, Erna (ed.) et al., A journey in mathematics education research. Insights from the work of Paul Cobb. Berlin: Springer (ISBN 978-90-481-9728-6/hbk; 978-90-481-9729-3/ebook). Mathematics Education Library 48, 19-30 (2010).
Classification: D20 C30
3
Children’s fractional knowledge. (English)
London: Springer (ISBN 978-1-4419-0590-1/hbk; 978-1-4419-0591-8/ebook). xxiii, 364~p. (2010).
Classification: C30 F40 F80 F90 C70
4
Radical constructivism and mathematics education. (English)
Carpenter, Thomas P. et al., Classics in mathematics education research. NCTM - National Council of Teachers of Mathematics, Reston, VA (ISBN 0-87353-565-0). 69-82 (2004).
Classification: D20
5
On the construction of learning trajectories of children: the case of commensurate fractions. (English)
Math. Think. Learn. 6, No. 2, 129-162 (2004).
Classification: F42 C32 D22
6
PSSM from a constructivist perspective. (English)
Clements, Douglas H. et al., Engaging young children in mathematics: Standards for early childhood mathematics education. Mahwah, NJ: Erlbaum (ISBN 978-0-8058-4210-4/hbk; 978-0-8058-4534-1/pbk). Studies in Mathematical Thinking and Learning Series, 221-251 (2004).
Classification: C30 D30 B70
7
Fractional commensurate, composition, and adding schemes. Learning trajectories of Jason and Laura: Grade 5. (English)
J. Math. Behav. 22, No. 3, 237-295 (2003).
Classification: F43 C33
8
Schemes, schemas and director systems. (An integration of Piagetian scheme theory with Skemp’s model of intelligent learning). (English)
Tall, David et al., Intelligence, learning and understanding in mathematics. Post Pressed, Flaxton, Qld. (ISBN 1-876682-32-9). 97-129 (2002).
Classification: C30 D20
9
Design and use of computer tools for interactive mathematical activity (TIMA). (English)
J. Educ. Comput. Res. 27, No. 1-2, 55-76 (2002).
Classification: U50
10
The construction of an iterative fractional scheme: the case of Joe. (English)
J. Math. Behav. 20, No. 4, 413-437 (2001).
Classification: F42
11
A new hypothesis concerning children’s fractional knowledge. (English)
J. Math. Behav. 20, No. 3, 267-307 (2001).
Classification: F42
12
Learning mathematics. From hierarchies to networks. (English)
ZDM, Zentralbl. Didakt. Math. 32, No. 3, 57-61 (2000).
Classification: C30
13
Interaction or intersubjectivity? A reply to Lerman. (English)
J. Res. Math. Educ. 31, No. 2, 191-209 (2000).
Classification: C30
14
Intersubjectivity in mathematics learning: a challenge to the radical constructivist paradigm? (English)
Chreods, No. 13, 1-16 (1999).
Classification: D20
15
Multiplicative and divisional schemes. (English)
Focus Learn. Probl. Math. 20, No. 1, 45-61 (1998).
Classification: C32
16
Symbolizing as a Constructive Activity in a Computer Microworld. (English)
J. Educ. Comput. Res. 14, No. 2, 113-38 (1996).
Classification: C32
17
Theories of mathematical learning. (English)
Erlbaum, Mahwah, NJ (ISBN 0-8058-1662-3). 536 p. (1996).
Classification: C30
18
Radical constructivism: a way of knowing and learning. (English)
ZDM, Zentralbl. Didakt. Math. 28, No. 6, 202-204 (1996).
Classification: D20
19
Constructivism in education. (English)
Erlbaum, Hillsdale, NJ (ISBN 0-8058-1095-1). 592 p. (1995).
Classification: D20
20
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Result 1 to 20 of 51 total

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