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

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Items 101–200 of 1,847

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6. What does it take to learn 'programming thinking'?
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7. Reasoning With Tools and Inscriptions
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9. Building a versatile understanding of algebraic variables with a graphic calculator
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10. High school students’ understanding of the function concept
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11. On relationships between beliefs and knowledge in mathematics education
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12. Exploring the Use of Conceptual Metaphors in Solving Problems on Entropy
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13. What Kind of Content Knowledge do Secondary Mathematics Teachers Need?
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14. Developmental Research as a Research Method
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15. READING MATHEMATICS REPRESENTATIONS: AN EYE-TRACKING STUDY
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16. Abstraction as a natural process of mental compression
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17. Does calculation or word-problem instruction provide a stronger route to prealgebraic knowledge?
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18. Semiotics and the “Connections” Standard: Significance of Semiotics for Teachers of Mathematics
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19. Democratic access to powerful mathematical ideas
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20. An Alternate Route to the Reification of Function
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21. Knowledge Construction and Diverging Thinking in Elementary & Advanced Mathematics
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22. Teachers’ conceptions of representation in middle school mathematics
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23. Diagrammatic Reasoning as the Basis for Developing Concepts: A Semiotic Analysis of Students' Learning about Statistical Distribution
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24. Adults and Mathematics (Adult Numeracy)
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25. Distinguishing Two Stages of Mathematics Conceptual Learning
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26. The fundamental cycle of concept construction underlying various theoretical frameworks
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27. Understanding Primes: The Role of Representation
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28. Effects of attitudes and behaviours on learning mathematics with computer tools
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29. Using technology to explore mathematical relationships: a framework for orienting mathematics courses for prospective teachers
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30. A Thirty-Year Reflection on Constructivism in Mathematics Education in Pme
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31. Virtual Manipulatives in Mathematics Education: A Theoretical Framework.
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32. Research and Intervention Programs in Mathematics Education: A Gendered Issue
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33. Creating constructivist environments and constructing creative mathematics
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34. Contributions of domain-general cognitive resources and different forms of arithmetic development to pre-algebraic knowledge.
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35. Focusing on informal strategies when linking arithmetic to early algebra
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36. Examining the Tasks of Teaching When Using Students' Mathematical Thinking
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37. Fine grain assessment of students’ mathematical understanding: participatory and anticipatory stagesin learning a new mathematical conception
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38. Cognitive Development of Proof
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39. Building Formal Mathematics on Visual Imagery: A Case Study and a Theory.
    Márcia Maria Fusaro Pinto, David O. Tall · 2002 · for the learning of mathematics
40. What difference does it make? Children's views of the differences between some quadrilaterals
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41. Modeling a Crucial Aspect of Students’ Mathematical Modeling
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42. Simplifying Algebraic Expressions: Teacher Awareness and Teaching Approaches
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43. A secondary school student's understanding of the concept of function - A case study
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44. Students’ Motivation in the Mathematics Classroom. Revealing Causes and Consequences
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45. Young Peoples' Ideas of Infinity
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46. Cognitive Growth in Elementary and Advanced Mathematical Thinking
    David O. Tall · 1995
47. Equivalence and relational thinking: preservice elementary teachers’ awareness of opportunities and misconceptions
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48. The Interplay of Intimations and Implementations: Generating New Discourse With New Symbolic Tools
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49. A hypothetical learning trajectory for conceptualizing matrices as linear transformations
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50. Understanding Qualitative Calculus: A Structural Synthesis of Learning Research
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51. The Microevolution of Mathematical Knowledge: The Case of Randomness
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52. Student‐generated examples in the learning of mathematics
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53. Knowledge construction and diverging thinking in elementary & advanced mathematics
    Eddie M. Gray, Márcia Maria Fusaro Pinto, Demetra Pitta‐Pantazi · 1999 · Educational Studies in Mathematics
54. Meta level in the teaching of unifying and generalizing concepts in mathematics
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55. Teacher knowledge and understanding of students’ mathematical learning and thinking
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56. Patterns of Individual Differences in Conceptual Understanding and Arithmetical Skill: A Meta-Analysis
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57. Exploring the role of metonymy in mathematical understanding and reasoning: The concept of derivative as an example
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58. Definitions : dealing with categories mathematically.
    Lara Alcock, Adrian P. Simpson · 2002 · Durham Research Online (Durham University)
59. Emergent Modelling as a Precursor to Mathematical Modelling
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60. Surveying Theories and Philosophies of Mathematics Education
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61. Can improving teachers’ knowledge of mathematics lead to gains in learners’ attainment in Mathematics?
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62. Plasticity of intermediate mechanics students’ coordinate system choice
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63. Implementing a Framework for Early Algebra
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64. Years 2 to 6 Students’ Ability to Generalise: Models, Representations and Theory for Teaching and Learning
    Tom J. Cooper, Elizabeth Warren · 2011 · Advances in mathematics education
65. Examining the discourse on the limit concept in a beginning-level calculus classroom
    Beste Güçler · 2012 · Educational Studies in Mathematics
66. A THEORY OF MATHEMATICAL GROWTH THROUGH EMBODIMENT, SYMBOLISM AND PROOF
    David O. Tall · 2006
67. The effect of different representations on Years 3 to 5 students’ ability to generalise
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68. A progression in first-grade children’s thinking about variable and variable notation in functional relationships
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69. Learning from and Adapting the Theory of Realistic Mathematics education
    Paul Cobb, Qing Zhao, Jana Višňovská · 2008 · Éducation & didactique
70. Orchestrating Semiotic Leaps from Tacit to Cultural Quantitative Reasoning—The Case of Anticipating Experimental Outcomes of a Quasi-Binomial Random Generator
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71. Framing the structural role of mathematics in physics lectures: A case study on electromagnetism
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72. Explicating mathematical concept and mathematicalconception as theoretical constructs for mathematics education research
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73. Functions: a modelling tool in mathematics and science
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74. Reinventing solutions to systems of linear differential equations: A case of emergent models involving analytic expressions
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75. The "Two Basics": Mathematics Teaching and Learning in Mainland China
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76. Metaphoric and metonymic signification in mathematics
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77. Which Prior Mathematical Knowledge Is Necessary for Study Success in the University Study Entrance Phase? Results on a New Model of Knowledge Levels Based on a Reanalysis of Data from Existing Studies
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78. Using Intuition From Everyday Life in 'Filling' the gap in Children's Extension of Their Number Concept to Include the Negative Numbers
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79. Predications of the Limit Concept: An Application of Repertory Grids
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80. Does Early Algebra Matter? The Effectiveness of an Early Algebra Intervention in Grades 3 to 5
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81. Students’ understanding of the general notion of a function of two variables
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82. A Journey in Mathematics Education Research
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83. Conceptual Change in Mathematics: Understanding the Real Numbers
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84. Cogito, Ergo sum! cognitive processes of students dealing with data structures
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85. Bodily experience and mathematical conceptions: from classical views to a phenomenological reconceptualization
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86. Students’ difficulties with vector calculus in electrodynamics
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87. Frameworks and Principles for Task Design
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88. Chapter 4: Observing Mathematical Problem Solving through Task-Based Interviews
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89. An examination of middle school students’ representation practices in mathematical problem solving through the lens of expert work: towards an organizing scheme
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90. Irrational Numbers: The Gap between Formal and Intuitive Knowledge
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91. A Dialectic Analysis of Generativity: Issues of Network-Supported Design in Mathematics and Science
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92. A schematic-theoretic view of problem solving and development of algebraic thinking
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93. Computer Algebra as an Instrument: Examples of Algebraic Schemes
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94. Effects of a Multitier Support System on Calculation, Word Problem, and Prealgebraic Performance Among At-Risk Learners
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95. Syntax and Meaning as Sensuous, Visual, Historical forms of Algebraic Thinking
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96. Learning binary operations, groups, and subgroups
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97. Relationships between embodied objects and symbolic procepts: an explanatory theory of success and failure in mathematics
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98. Evolving a three-world framework for solving algebraic equations in the light of what a student has met before
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99. Mathematical symbols as epistemic actions
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100. Reflections on teaching abstraction and other soft ideas
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