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Bridging the gap between graphical arguments and verbal-symbolic proofs in a real analysis context. (English)
Educ. Stud. Math. 93, No. 2, 155-173 (2016).
Classification: E50
1
Lectures in advanced mathematics: why students might not understand what the mathematics professor is trying to convey. (English)
J. Res. Math. Educ. 47, No. 2, 162-198 (2016).
Classification: D45 C75 C35 D75
2
Exemplary high school mathematics teachers’ reflections on teaching: a situated cognition perspective on content knowledge. (English)
Int. J. Educ. Res. 78, 1-12 (2016).
Classification: C39 C49 D39 B50
3
Mathematics majors’ perceptions of the admissibility of graphical inferences in proofs. (English)
Int. J. Res. Undergrad. Math. Educ. 2, No. 1, 1-29 (2016).
Classification: E55
4
Recent advances in research on problem solving and problem posing. (English)
Gutiérrez, Ángel (ed.) et al., The second handbook of research on the psychology of mathematics education. The journey continues. Rotterdam: Sense Publishers (ISBN 978-94-6300-560-9/hbk; 978-94-6300-559-3/pbk; 978-94-6300-561-6/ebook). 353-382 (2016).
Classification: D50 D20
5
On relative and absolute conviction in mathematics. (English)
Learn. Math. 35, No. 2, 15-21 (2015).
Classification: C20
6
Effective proof reading strategies for comprehending mathematical proofs. (English)
Int. J. Res. Undergrad. Math. Educ. 1, No. 3, 289-314 (2015).
Classification: E55
7
Factors influencing students’ propensity for semantic and syntactic reasoning in proof writing: a case study. (English)
Int. J. Res. Undergrad. Math. Educ. 1, No. 2, 187-208 (2015).
Classification: E55
8
Lessons learned from an instructional intervention on proof comprehension. (English)
J. Math. Behav. 39, 28-50 (2015).
Classification: E55
9
Two proving strategies of highly successful mathematics majors. (English)
J. Math. Behav. 39, 11-27 (2015).
Classification: E55
10
I blow-dry my own genuine random numbers. Generating random-number sequences from experiments with acoustic noise. (Ich föhne mir echte Zufallszahlen. Erzeugung von Zufallszahlenfolgen aus akustischen Rauschexperimenten.) (German)
MNU, Math. Naturwiss. Unterr. 68, No. 1, 9-11 (2015).
Classification: K90 M50
11
Activities that mathematics majors use to bridge the gap between informal arguments and proofs. (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). 417-424 (2014).
Classification: E55 D35 D45
12
Proof as a cluster concept. (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). 353-360 (2014).
Classification: E50 D20 E20
13
How a professor uses diagrams in a mathematics lecture and how students understand them. (English)
Liljedahl, Peter (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. 4. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-364-7/v.4). 113-120 (2014).
Classification: D45 C35 C55 E45
14
Why lectures in advanced mathematics often fail. (English)
Oesterle, Susan (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. 3. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-363-0/v.3). 129-136 (2014).
Classification: C75 D45 D35
15
Reflections on justification and proof. (English)
Fried, Michael N. (ed.) et al., Mathematics and mathematics education. Searching for common ground. Dordrecht: Springer (ISBN 978-94-007-7472-8/hbk; 978-94-007-7473-5/ebook). Advances in Mathematics Education, 237-257 (2014).
Classification: E50 D30
16
Mathematics majors’ beliefs about proof reading. (English)
Int. J. Math. Educ. Sci. Technol. 45, No. 1, 89-103 (2014).
Classification: C25 E55
17
Factors mathematicians profess to consider when presenting pedagogical proofs. (English)
Educ. Stud. Math. 85, No. 1, 93-108 (2014).
Classification: E55
18
Why and how mathematicians read proofs: further evidence from a survey study. (English)
Educ. Stud. Math. 85, No. 2, 161-173 (2014).
Classification: E50
19
Student teacher and cooperating teacher tensions in a high school mathematics teacher internship: the case of Luis and Sheri. (English)
Math. Teach. Educ. Dev. 15, No. 1, 108-128 (2013).
Classification: C29 C49 D30 D40
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