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Result 1 to 20 of 239 total

Introducing modeling transition diagrams as a tool to connect mathematical modeling to mathematical thinking. (English)
Math. Think. Learn. 18, No. 2, 77-106 (2016).
Classification: M10 C30
1
An exponential growth learning trajectory: students’ emerging understanding of exponential growth through covariation. (English)
Math. Think. Learn. 18, No. 3, 151-181 (2016).
Classification: I20 C30
2
Evolution of unit fraction conceptions in two fifth-graders with a learning disability: an exploratory study. (English)
Math. Think. Learn. 18, No. 3, 182-208 (2016).
Classification: F43 C33 C43 D73
3
Leveraging structure: logical necessity in the context of integer arithmetic. (English)
Math. Think. Learn. 18, No. 3, 209-232 (2016).
Classification: F40 C30
4
Kindergartners’ spontaneous focusing on numerosity in relation to their number-related utterances during numerical picture book reading. (English)
Math. Think. Learn. 18, No. 2, 125-141 (2016).
Classification: F21 C31 U61
5
The social construction of authority among peers and its implications for collaborative mathematics problem solving. (English)
Math. Think. Learn. 18, No. 2, 107-124 (2016).
Classification: C60 D50
6
Opportunities to learn: inverse relations in U.S. and Chinese textbooks. (English)
Math. Think. Learn. 18, No. 1, 45-68 (2016).
Classification: U20
7
Developing young children’s emergent inferential practices in statistics. (English)
Math. Think. Learn. 18, No. 1, 1-24 (2016).
Classification: K71 K72 D31 D32
8
Shortcomings of mathematics education reform in The Netherlands: a paradigm case? (English)
Math. Think. Learn. 18, No. 1, 25-44 (2016).
Classification: D30 B70 B20 D20 F30 F40 H20 H30
9
Pre-service teachers’ developing conceptions about the nature and pedagogy of mathematical modeling in the context of a mathematical modeling course. (English)
Math. Think. Learn. 18, No. 4, 287-314 (2016).
Classification: M19 C39 C29
10
Inductive and deductive justification of knowledge: flexible judgments underneath stable beliefs in teacher education. (English)
Math. Think. Learn. 18, No. 4, 271-286 (2016).
Classification: C29 D60
11
Conceptual limitations in curricular presentations of area measurement: one nation’s challenges. (English)
Math. Think. Learn. 18, No. 4, 239-270 (2016).
Classification: G30 F70 D70
12
Preventive support for kindergarteners most at-risk for mathematics difficulties: computer-assisted intervention. (English)
Math. Think. Learn. 17, No. 4, 273-295 (2015).
Classification: C91 F21 F31 D71 U71
13
Complex listening: supporting students to listen as mathematical sense-makers. (English)
Math. Think. Learn. 17, No. 4, 296-326 (2015).
Classification: C52 C72 D42
14
Expanding notions of “learning trajectories” in mathematics education. (English)
Math. Think. Learn. 17, No. 4, 253-272 (2015).
Classification: C30 D20
15
Children’s use of variables and variable notation to represent their algebraic ideas. (English)
Math. Think. Learn. 17, No. 1, 34-63 (2015).
Classification: H22 H32 E42
16
Secondary students’ quantification of ratio and rate: a framework for reasoning about change in covarying quantities. (English)
Math. Think. Learn. 17, No. 1, 64-90 (2015).
Classification: F83
17
Assessing quantitative reasoning in young children. (English)
Math. Think. Learn. 17, No. 2-3, 178-196 (2015).
Classification: F31 F32 C41 C42 D61 D62
18
The relationship between children’s familiarity with numbers and their performance in bounded and unbounded number line estimations. (English)
Math. Think. Learn. 17, No. 2-3, 136-154 (2015).
Classification: F21 F22 C41 C42
19
Magnitude representations and counting skills in preschool children. (English)
Math. Think. Learn. 17, No. 2-3, 116-135 (2015).
Classification: F21 C41 C31
20
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Result 1 to 20 of 239 total

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