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Responsibility for proving and defining in abstract algebra class. (English)
Int. J. Math. Educ. Sci. Technol. 47, No. 5, 733-749 (2016).
Classification: E50 E40 H40
1
A modeling of defining processes: towards new challenges in mathematics education. (Modéliser l’activité de définition: vers de nouvelles perspectives en didactique.) (French. English summary, Spanish summary)
Rech. Didact. Math. 35, No. 3, 313-356 (2015).
Classification: E40 E50
2
The codevelopment of mathematical concepts and the practice of defining. (English)
J. Res. Math. Educ. 46, No. 4, 423-454 (2015).
Classification: E40 C30 C70 G40
3
Everything all right in the house of quadrilaterals? Student errors and conceptual difficulties while classifying quadrilaterals. (Alles klar im Haus der Vierecke? Schülerfehler und begriffliche Schwierigkeiten beim Klassifizieren von Vierecken.) (German)
Math. Lehren 32, No. 191, 13-15 (2015).
Classification: G43 D73 Reviewer: Renate Stürmer (Zweibrücken)
4
Crossed quadrilaterals: a missed Lakatosian opportunity? (English)
Philos. Math. Educ. J. 29, 6 p., electronic only (2015).
Classification: D20 E20 E40 G40 G90
5
Still concepts run deep: ideas to train a critical comprehension of calculus concepts. (Stille Begriffe sind tief: Ideen zur Schulung eines kritischen Begriffsverständnisses in der Analysis.) (German)
Mathematikunterricht 61, No. 4, 39-50 (2015).
Classification: E44 I44
6
Modes of reasoning in the mathematics classroom: a comparative investigation. (English)
Pope, Sue (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Proceedings of the British congress of mathematics education, BCME-8, University of Nottingham, UK, April 14‒17, 2014. London: British Society for Research into Learning Mathematics (BSRLM). 199-206 (2014).
Classification: E50 E40
7
How students interpret and enact inquiry-oriented defining practices in undergraduate real analysis. (English)
J. Math. Behav. 33, 88-105 (2014).
Classification: E45 C25 I15
8
Teaching meaningful mathematics with the computer algebra system Maxima using the example of inequalities. (English)
Teach. Math. Comput. Sci. 11, No. 1, 53-65 (2013).
Classification: U70 H30
9
A study on students’ understanding of figures through descriptive assessment. (Korean. English summary)
East Asian Math. J. 29, No. 2, 207-239 (2013).
Classification: C30 D70 G10
10
Prospective elementary teachers’ development of fraction language for defining the whole. (English)
J. Math. Teach. Educ. 16, No. 2, 85-103 (2013).
Classification: F49 B50 E49 C59 D39
11
Teaching concepts ‒ learning concepts. (Begriffe lehren ‒ Begriffe lernen.) (German)
Math. Lehren, No. 172, 2-9 (2012).
Classification: E40 C30
12
Metaphor as a possible pathway to more formal understanding of the definition of sequence convergence. (English)
J. Math. Behav. 31, No. 3, 331-343 (2012).
Classification: I35 C35
13
Reinventing the formal definition of limit: the case of Amy and Mike. (English)
J. Math. Behav. 30, No. 2, 93-114 (2011).
Classification: I24 I25 C34 C35
14
Defining the concepts of calculus: a step by step approach. (Définir les concepts de l’analyse: une approche phasée.) (French)
Losanges, No. 13, 28-38 (2011).
Classification: I20 I40 I50 E40 E50 D40
15
A family resemblance approach to the nature of science for science education. (English)
Sci. Educ. (Dordrecht) 20, No. 7-8, Special issue: Ninth international, history, philosophy and science teaching conference: select contributions, 591-607 (2011).
Classification: E20 E40
16
Concept formation in mathematics: amphibian between obligation and freedom. (Begriffsbildung in der Mathematik: Amphibium zwischen Zwang und Freiheit.) (German)
Didaktikh., Schriftenr. Didakt. Math. Höheren Sch. 43, 25 p. (2010).
Classification: E40
17
Expert mathematicians\rq approach to understanding definitions. (English)
Math. Educ. (Athens) 20, No. 1, 43-51 (2010).
Classification: E40 C30
18
Defining as a mathematical activity: A framework for characterizing progress from informal to more formal ways of reasoning. (English)
J. Math. Behav. 29, No. 2, 57-75 (2010).
Classification: E45 C35
19
Ideas. Football tip: How to define the "better prediction"? (Ideenkiste. Fußballtipp: Wie definiert man die "bessere Voraussage"?) (German)
Math. Lehren, No. 161, 68-69 (2010).
Classification: E43 M93 D83
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