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

Cited by (1,847)

Items 801–900 of 1,847

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4. From sense to symbol sense
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5. Pedagogical Content Knowledge in Mathematics Education
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6. A handbook of mathematical discourse
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7. UNDERGRADUATE STUDENTS' CONCEPTIONS OF INEQUALITIES
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8. Algebra in Upper Secondary Mathematics A study of a selection of textbooks used in the years 1960-2000 in Sweden
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9. Student facility with ratio and proportion: Mapping the reasoning space in introductory physics
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10. Knowing mathematics for teaching: A case study of teacher responses to students' errors and difficulties in teaching equivalent fractions
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11. Modeling Physical/Digital Systems: Formal Event-B vs. Diagrammatic Thinging Machine
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12. How secondary level teachers and students impose personal structure on fractional expressions and equations—an expert-novice study
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13. Comparing Pedagogy in Mathematics in Denmark and England
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14. Bar model method as a problem-solving heuristic: an investigation of two preservice teachers’ solution paths in problems involving ratio and percentage
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15. Developing undergraduate engineering mathematics students’ conceptual and procedural knowledge of complex numbers using GeoGebra
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16. Developing Functional Thinking: from Concrete to Abstract Through an Embodied Design
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17. Putting Philosophy to Work
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18. Introduction of a new construct: The conceptual tool "flexibility"
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19. PROCESS- AND OBJECT-BASED THINKING IN ARITHMETIC
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20. Effective Mathematics Teaching: Conceptualization, Research, and Reflections
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21. A Functional Perspective on the Teaching of Algebra: Current Challenges and the Contribution of Technology
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22. Accelerating the mathematics learning of low socio-economic status junior secondary students: An early report
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23. Preservice teacher proficiency with transformations-based congruence proofs after a college proof-based geometry class
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24. Truth Diagrams Versus Extant Notations for Propositional Logic
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25. Developing Operation Sense as a Foundation for Algebra.
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26. Meeting multiplicative thinking through thought-provoking tasks
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27. Interpreting difficulties in the learning of algebraic inequalities, as an emerging macro-phenomenon in Large Scale Assessment
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28. A learning trajectory for enumerating permutations: Applying and elaborating a theory of levels of abstraction
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29. Modeling interdisciplinary activities involving mathematics and philosophy
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30. The Effect of Graphing Calculators on Students' Conceptions of Function.
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31. A multidimensional approach to explore the understanding of the notion of absolute value
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32. Challenging the Traditional Sequence of Teaching Introductory Calculus
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33. The development of children's understanding of mathematical patterns through mathematical activities
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34. THE ROLE OF THE HISTORY OF MATHEMATICS IN MATHEMATICS EDUCATION: REFLECTIONS AND EXAMPLES
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35. Developing digital competence - learning, teaching and supporting use of information technology
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36. An Attempt to Foster Students' Construction of Knowledge During a Semester Course in Abstract Algebra
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37. From Sailing Ships to Subtraction Symbols: Multiple Representations to Support Abstraction.
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38. Game Building with Complex-Valued Functions
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39. Rejecting Platonism: Recovering Humanity in Mathematics Education
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40. Teachers’ image of the "equation" concept
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41. Portraying Primary Fraction Teaching: A Variety of Mathematical Richness, Pedagogic Strategies, and Use of Curriculum Materials
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42. The finite-to-finite strand of a learning progression for the concept of function: A research synthesis and cognitive analysis
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43. Old Frameworks—New Technologies
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44. Between Platonism and Constructivism: Is There a Mathematics Acquisition Device?.
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45. Interpreting Derivatives
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46. Altered Steroidal Glycoalkaloid (SGA) Biosynthesis in Diploid Potatoes as Induced by EMS-Mutagenesis
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47. Errors made by first year students in an integral calculus course using web-based learning
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48. Students with Learning Disability in Math Are Left Behind in Multiplicative Reasoning? Number as Abstract Composite Unit is a Likely ‘Culprit’
    Ron Tzur, Yan Ping Xin, Rachael H. Kenney · 2010
49. Expanding context and domain: A cross-curricular activity in mathematics and physics
    Claus Michelsen · 1998 · ZDM
50. Concept Maps as Research Tool in Mathematics Education
    Barbro Grevholm · 2008
51. Matematik Tarihinin Matematik Öğretimine Entegrasyonu: Hârezmî’nin Tam Kareye Tamamlama Yöntemi
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52. New approaches for two-variable inequality graphs utilizing the Cartesian Connection and the APOS theory
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53. Modeling a Crucial Aspect of Students’ Mathematical Modeling
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54. ENCOURAGING MATHEMATICAL THINKING THAT HAS BOTH POWER AND SIMPLICITY
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55. Proof in the Western and Eastern Traditions: Implications for Mathematics Education
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56. Representación y comprensión en pensamiento numérico
    Isabel Romero · 2003 · Dialnet (Universidad de la Rioja)
57. What Can Teachers Learn from Research in Mathematics Education
    Ruhama Even · 2003 · for the learning of mathematics
58. TWO RESEARCH TRADITIONS SEPARATED BY A COMMON SUBJECT: MATHEMATICS AND MATHEMATICS EDUCATION
    Annie Selden · 2002
59. Modelling the Relationships Between Quantities: Meaning in Literal Expressions
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60. The potential of a classroom network to support teacher feedback
    J. Tolboom · 2012
61. Computer Program Decomposition and Dynamic/Behavioral Modeling
    Sabah Al‐Fedaghi · 2020 · arXiv (Cornell University)
62. Under Construction: Developing Mathematical Processes and Discourse Through Dialogue in Computer Supported Collaborative Learning Environments
    Stephanie A. Sadownik · 2018 · TSpace (University of Toronto)
63. The algebraic learning of middle school students’ evolution during a school year: a statistical large-scale study based on results in mathematics didactics
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64. Habilidades cognitivas en el aprendizaje de la Matemática
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65. Learning Mathematics Through Mathematical Modelling
    Thomas Lingefjärd · 2012
66. Diagnosing Year Two Pupils’ Misunderstanding of Multiplication Concepts at Selected Schools in Sabah
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67. Didáctica de las Matemáticas y Psicología
    M.a Victoria G. Armendáriz, Carmen Azcárate, Jordi Deulofeu Piquet · 1993 · Journal for the Study of Education and Development Infancia y Aprendizaje
68. MATHEMATICS BEGINS WITH DIRECT HUMAN EXPERIENCE. AN APOS APPROACH TO CONCEPTUAL UNDERSTANDING OF A MATHEMATICAL CONCEPT
    Zingiswa Mybert Monica Jojo · 2013 · Unisa Institutional Repository (University of South Africa)
69. Using a simulation game to make learning about angles meaningful. an exploratory study in primary school
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70. A Model for Teaching Mathematical Argument at the Elementary Grades
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71. Grade 9 learners’ algebra performance: Comparisons across quintiles, insights from errors and curriculum implications
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72. Pre-service student teachers’ conceptions of the notion of limit
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73. An Investigation of the Components Affecting Knowledge Construction Processes of Students with Differing Mathematical Power
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74. Does school teaching experience matter in teaching prospective secondary mathematics teachers? Perspectives of university-based mathematics teacher educators
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75. Progressions in young learners’ understandings of parity arguments
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76. Grade 9 Learners’ Structural and Operational Conceptions of the Equal Sign: A Case Study of a Secondary School in Soshanguve
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77. Interaction of Modalities in Cabri: A Case Study
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78. An exploration of student learning in mathematics
    Jan H. F. Meyer, P. Parsons · 1996 · International Journal of Mathematical Education in Science and Technology
79. Arriving at the starting point? Exploring a teacher's use of circular reasoning in a mathematics classroom
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80. Undergraduate Students’ Knowledge of Algebra: Evaluating the Impact of Computer-based and Traditional Learning Environments
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81. Three women's understandings of algebra in a precalculus course integrated with the graphing calculator
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82. Fachdidaktische Entwicklungsforschung in inferentieller Perspektive am Beispiel von Variable und Term
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83. Children’s strategies to solving additive inverse problems: a preliminary analysis
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84. Students’ development of structure sense for the distributive law
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85. MATHEMATICS TEACHER'S SPECIALIZED KNOWLEDGE. REFLECTIONS BASED ON SPECIFIC DESCRIPTORS OF KNOWLEDGE
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86. Conceptions of Turkish mathematics teachers about the effectiveness of classroom teaching
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87. How Do Students Revisit School Mathematics in Modular Arithmetic? Conditions and Affordances of the Transition to Tertiary Mathematics with a Focus on Learning Processes
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88. A Preliminary Validity Evaluation of a Learning Progression for the Concept of Function
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89. A STUDY ON THE PRE-SERVICE ELEMENTARY MATHEMATICS TEACHERS' KNOWLEDGE ON THE CONVERGENCE AND DIVERGENCE OF SERIES IN THE CONTEXT OF THEORETICAL AND APPLICATION
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90. Primary School Students’ Knowledge of the Equal Sign—the Swedish Case
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91. L’activité numérico-algébrique à la transition entre l’arithmétique et l’algèbre
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92. Two Challenging Concepts in Mathematics Education: Subject-Specific Thoughts on the Complex Unit and Angles
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93. Discourses of functions : University mathematics teaching through a commognitive lens
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94. The Persuasive Power of Figures and the Aesthetics of the Dirty Backyards of Statistics in Educational Research
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95. Building Mathematical Knowledge in Teaching by Means of Theorised Tools
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96. The Role of Virtual Manipulatives in High School Students’ Understanding of Geometric Transformations
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97. Practice and Practise in University: What Defines Success and How Does Online Assessment Support Achieving This?
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98. PERCEPTION OF TEACHERS AND PUPILS ON FACTORS INFLUENCING ACADEMIC PERFORMANCE IN MATHEMATICS AMONG A GROUP OF FIFTH AND SIXTH GRADERS IN JAMAICA
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99. A LIFE-TIME'S JOURNEY FROM DEFINITION AND DEDUCTION TO AMBIGUITY AND INSIGHT
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100. Process and object interpretations of vector magnitude mediated by use of the graphics calculator
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