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Cited by 58Mathematics Education and Teaching TechniquesMathematics Education and PedagogyStatistics Education and Methodologies

The DOI matches its Crossref record; 55 of the 55 references it cites were found in a registry or an index.

Together yet separate: Students’ associating amounts of change in quantities involved in rate of change

Johnson, Heather L.·2015·Educational Studies in Mathematics
DOI 10.1007/s10649-014-9590-y
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Overview

Integrity signals

Registry

Crossref · 10.1007/s10649-014-9590-y

Cites

55 of 55 references verified0 citation errors · 0 not checkable

Statistics

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Verification

Claims the paper makes

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Claims other papers make about this one

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Citations

Cites

Research works printed but not linked: 6

  1. Cantoral, R., & Farfán, M. (1998). Pensamiento y lenguaje variacional en la introducción al análisis [Thought and variational language in the introduction to analysis]. Épsilon, 42(3), 353–369.
  2. Castillo-Garsow, C. (2010). Teaching the Verhulst model: A teaching experiment in covariational reasoning and exponential growth (Unpublished doctoral dissertation). Arizona State University, Phoenix, AZ.
  3. Clagett, M. (1968). Nicole Oresme and the medieval geometry of qualities and motions. Madison: University of Wisconsin Press.
  4. Heinz, K. (2000). Conceptions of ratio in a class of preservice and practicing teachers (Unpublished doctoral dissertation). The Pennsylvania State University, University Park, PA.
  5. Johnson, H. L. (2010). Making sense of rate of change: Secondary students' reasoning about changing quantities (Unpublished doctoral dissertation). The Pennsylvania State University, University Park, PA.
  6. Thompson, P. W. (2012). Invited commentary—Advances in research on quantitative reasoning. In R. Mayes & L. L. Hatfield (Eds.), Quantitative reasoning and mathematical modeling: A driver for STEM integrated education and teaching in context (Vol. 2, pp. 143–148). Laramie: University of Wyoming College of Education.

Cited by

See all 58

Metadata

Authors
Johnson, H. L.
Affiliations
University of Colorado Denver (US)
Corresponding author
Johnson, Heather L.
ORCID
Johnson, Heather L.
Venue
Educational Studies in Mathematics
Publisher
Springer Science and Business Media LLC
Published
2015-01-27
Volume
89
Issue
1
Pages
89-110
ISSN
  • 0013-1954 (ISSN-L)
  • 1573-0816
DOI
10.1007/s10649-014-9590-y
OpenAlex
W2050921353
Cited by
58
References
55
Citations by year
2026: 6 · 2025: 6 · 2024: 8 · 2023: 7 · 2022: 3 · 2021: 4 · 2020: 10 · 2019: 6 · 2018: 2 · 2017: 3 · 2016: 2 · 2015: 1
FWCI
12.26
Type
journal article
Language
en
Open access
closed
Licence
www.springer.com/tdm (tdm)
Locations
Educational Studies in Mathematics (publishedVersion)
Funders
Pennsylvania State University
Topics
  • Social Sciences › Education › Mathematics Education and Teaching Techniques
  • Social Sciences › Education › Mathematics Education and Pedagogy
  • Physical Sciences › Mathematics › Statistics and Probability › Statistics Education and Methodologies
Keywords
rate of change, quantitative reasoning, multiple representations, Cartesian graphs, student reasoning, algebraic thinking

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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

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Data sources

Bibliographic data: Semantic Scholar, OpenAlex, Crossref.

Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.