On the dual nature of mathematical conceptions: Reflections on processes and objects as different sides of the same coin

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48. Creating opportunities for multiplicative reasoning using “elastics” as a context
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49. Use of genetic decompositions to scaffold the development of a structurally sequenced curriculum for mathematics acceleration
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56. About this Book
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57. A UNIDADE IMAGINÁRIA: AS IMAGENS CONCEITUAIS EVOCADAS POR ALUNOS DE UM CURSO DE LICENCIATURA EM CIÊNCIAS / IMAGINARY UNIT: THE CONCEPT IMAGE EVOKED BY STUDENTS OF A BACHELOR'S DEGREE IN SCIENCE
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58. WORKING GROUP 11 Different theoretical perspectives and approaches in research in mathematics education
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59. DO THEORIES OF CONCEPTUAL CHANGE EXPLAIN THE DIFFICULTIES OF ENLARGING THE NUMBER CONCEPT IN MATHEMATICS LEARNING
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64. Analysis of a criterial examination of integral calculus: the case of a public university of Mexico
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70. TME Volume 4, Number 2
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76. Preface
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77. Bibliography
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78. Series Foreword
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79. Tutoring
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80. Bibliography
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81. TME Volume 3, Number 2
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82. TME Volume 3, Number 1
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87. Lecturing
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90. Computer-Based Mathematics Education
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91. Learning Trajectory
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99. The three worlds and two sides of mathematics and a visual construction for a continuous nowhere differentiable function
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100. Sekizinci Sınıf Öğrencilerinin Kareköklü Sayılar Konusundaki Bilgiyi Oluşturma Süreçlerinin İncelenmesi
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