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

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Items 401–500 of 1,847

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5. Using the Relational Paradigm: effects on pupils’ reasoning in solving additive word problems
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10. The effect of using a video clip presenting a contextual story on low-achieving students’ mathematical discourse
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11. Preservice Mathematics Teachers’ Experiences about Function and Equation Concepts
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13. Calculation View: multiple-representation editing in spreadsheets
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14. The Fundamental Cycle of Concept Construction Underlying Various Theoretical Frameworks
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15. Empowering Andrea to help Year 5 Students Construct Fraction Understanding
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16. Processing Mathematics Through Digital Technologies: The Primary Years
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18. Blending Physical Knowledge with Mathematical Form in Physics Problem Solving
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19. Proof-scripts as a lens for exploring students’ understanding of odd/even functions
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21. Making implicit metalevel rules of the discourse on function explicit topics of reflection in the classroom to foster student learning
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22. Learners’ errors in secondary algebra: Insights from tracking a cohort from Grade 9 to Grade 11 on a diagnostic algebra test
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23. Empirical Evidence for Benefit? Reviewing Quantitative Research on the Use of Digital Tools in Mathematics Education
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24. Investigating secondary students’ generalization, graphing, and construction of figural patterns for making sense of quadratic functions
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25. In search of $$\aleph _{0}$$ ℵ 0 : how infinity can be created
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26. Early learning and awareness of division: A phenomenographic approach
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27. ANALYSIS OF STUDENT UNDERSTANDING OF SCIENCE CONCEPTS INCLUDING MATHEMATICAL REPRESENTATIONS: pH VALUES AND THE RELATIVE DIFFERENCES OF pH VALUES
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29. The Collective Mediation of a High-Stakes Accountability Program: Communities and Networks of Practice
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42. An Instrumentation Theory View On Students’ Use Of An Applet For Algebraic Substitution
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43. Scaffolding the Mathematical “Connections”: A New Approach to Preparing Teachers for the Teaching of Lower Secondary Algebra.
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44. Using History to Teach Mathematics: The Case of Logarithms
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45. Doing ≠ Construing and Doing + Discussing ≠ Learning: The Importance of the Structure Of Attention
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46. Can Dual processing Theories of Thinking inform conceptual learning in Mathematics?
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47. The Development of Students' Understanding of Permutations and Symmetries
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48. Characteristics of 5th Graders' Logical Development Through Learning Division with Decimals
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49. Theory usage and theoretical trends in Europe: a survey and preliminary analysis of CERME4 research reports
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50. Integrating academic and practical knowledge in a teacher leaders' development program
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51. The Effects of Two Generative Activities on Learner Comprehension of Part-Whole Meaning of Rational Numbers Using Virtual Manipulatives
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52. Baghera Assessment Project, designing an hybrid and emergent educational society
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53. An essay on proof, conviction, and explanation: multiple representation systems in combinatorics
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54. Secondary teachers’ conception of various forms of complex numbers
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55. Research on Students' Misconceptions to Improve Teaching and Learning in School Mathematics and Science
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56. Graphing in Groups: Learning About Lines in a Collaborative Classroom Network Environment
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57. Crystalline Concepts in Long-Term Mathematical Invention and Discovery.
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58. The Development of a Function Concept Inventory
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59. Grounded Mathematical Reasoning
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60. Using the Number Line to Investigate the Solving of Linear Equations.
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61. Eliminating counterexamples: A Grade 8 student’s learning trajectory for contrapositive proving
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62. Applying Levels of Abstraction to Mathematics Word Problems
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63. Complementarity, sets and numbers
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64. Processing load and the use of concrete representations and strategies for solving linear equations
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65. Young students’ subjective interpretations of mathematical diagrams: elements of the theoretical construct “frame-based interpreting competence”
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66. Didactising: Continuing the work of Leen Streefland
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67. Infinite series from history to mathematics education
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68. A multiple-perspective analysis of learning in the presence of technology
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69. Designing to see and share structure in number sequences
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70. A cognitive framework for knowledge in informatics
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71. The Rational Number Sub-Constructs as a Foundation for Problem Solving.
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72. What Can the Realization Tree Assessment Tool Reveal About Explorative Classroom Discussions?
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73. The Three Worlds of Mathematics
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74. Integrating history and philosophy in mathematics education at university level through problem-oriented project work
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75. The State of Proof in Finnish and Swedish Mathematics Textbooks—Capturing Differences in Approaches to Upper-Secondary Integral Calculus
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76. Understanding and Structure
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77. Discovery Reconceived: Product before Process.
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78. Knowledge Building Discourse in Peer-Led Team Learning (PLTL) Groups in First-Year General Chemistry
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79. Differences between experts’ and students’ conceptual images of the mathematical structure of Taylor series convergence
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80. Structuralist Praxeologies as a Research Program on the Teaching and Learning of Abstract Algebra
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81. Constructing Different Concept Images of Sequences & Limits by Programming
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82. Cognitive analysis of students' errors and misconceptions in variables, equations, and functions
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83. Introducing pupils to algebra as a theory: L'Algebrista as an instrument of semiotic mediation
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84. Connecting the Group Theory Concept Assessment to Core Concepts at the Secondary Level
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86. Students' understanding of computer science soft ideas
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87. PROSPECTIVE TEACHERS’ INITIAL CONCEPTIONS ABOUT PUPILS’ DIFFICULTIES IN SCIENCE AND MATHEMATICS: A POTENTIAL RESOURCE IN TEACHER EDUCATION
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88. Technology with Cognitive and Mathematical Fidelity: What it Means for the Math Classroom
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89. SECONDARY SCHOOL STUDENTS’ UNDERSTANDING OF MATHEMATICAL INDUCTION: STRUCTURAL CHARACTERISTICS AND THE PROCESS OF PROOF CONSTRUCTION
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90. Assessment reform in South Africa: opening up or closing spaces for teachers?
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92. Common Errors in Algebraic Expressions: A Quantitative-Qualitative Analysis
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93. Quand le courant pédagogique « des compétences » empêche une structuration des enseignements autour de l’étude et de la classification de questions parentes
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94. Conceptual or procedural mathematics for engineering students – views of two qualified engineers from two countries
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96. EPISTEMOLOGICAL OBSTACLES IN COMING TO UNDERSTAND THE LIMIT OF A FUNCTION AT UNDERGRADUATE LEVEL: A CASE FROM THE NATIONAL UNIVERSITY OF LESOTHO
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99. Reducing Abstraction When Learning Graph Theory
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100. Conceptual and Procedural Approaches to Mathematics in the Engineering Curriculum – Comparing Views of Junior and Senior Engineering Students in Two Countries
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