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Cited by 177Mathematics Education and Teaching TechniquesMathematics Education and PedagogyMathematics and Applications

The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.

LEARNERS’ UNDERSTANDING OF THE DEFINITIONS AND HIERARCHICAL CLASSIFICATION OF QUADRILATERALS: TOWARDS A THEORETICAL FRAMING

Fujita, Taro, Jones, Keith·2007·Research in Mathematics Education
DOI 10.1080/14794800008520167
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Abstract

Defining and classifying quadrilaterals, though an established component of the school mathematics curriculum, appears to be a difficult topic for many learners. The reasons for such difficulties relate to the complexities in learning to analyse the attributes of different quadrilaterals and to distinguish between critical and non-critical aspects. Such learning, if it is to be effective, requires logical deduction, together with suitable interactions between concepts and images. This paper reports on an analysis of data from a total of 263 learners. The main purpose of the paper is to present a theoretical framing that is intended to inform further studies of this important topic within mathematics education research. This theoretical framing relates prototype phenomenon and implicit models to common cognitive paths in the understanding of the relationship between quadrilaterals.

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Crossref · 10.1080/14794800008520167

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Cites

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Research works printed but not linked: 32

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Metadata

Authors
Fujita, T., & Jones, K.
Affiliations
  • University of Plymouth (GB)
  • University of Southampton (GB)
ORCID
Venue
Research in Mathematics Education
Publisher
Informa UK Limited
Published
2007-04
Volume
9
Issue
1
Pages
3-20
ISSN
  • 1479-4802 (ISSN-L)
  • 1754-0178
DOI
10.1080/14794800008520167
OpenAlex
W2101601745
Cited by
177
References
1
Citations by year
2026: 16 · 2025: 16 · 2024: 10 · 2023: 13 · 2022: 18 · 2021: 20 · 2020: 7 · 2019: 21 · 2018: 12 · 2017: 12 · 2016: 5 · 2015: 7 · 2014: 9 · 2013: 6 · 2012: 4
FWCI
0.00
Type
journal article
Language
en
Open access
closed
Locations
  • Research in Mathematics Education (publishedVersion)
  • ePrints Soton (University of Southampton) (acceptedVersion)
Topics
  • Social Sciences › Education › Mathematics Education and Teaching Techniques
  • Social Sciences › Education › Mathematics Education and Pedagogy
  • Physical Sciences › Mathematics › Geometry and Topology › Mathematics and Applications
Keywords
quadrilaterals, hierarchical classification, mathematical definitions, learner comprehension, implicit models, logical deduction, geometry learning, theoretical framework

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CoChat. (2026). Citation check: LEARNERS’ UNDERSTANDING OF THE DEFINITIONS AND HIERARCHICAL CLASSIFICATION OF QUADRILATERALS: TOWARDS A THEORETICAL FRAMING. https://app.cochat.ai/papers/10.1080/14794800008520167
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Fujita, T., & Jones, K. (2007). LEARNERS’ UNDERSTANDING OF THE DEFINITIONS AND HIERARCHICAL CLASSIFICATION OF QUADRILATERALS: TOWARDS A THEORETICAL FRAMING. Research in Mathematics Education. https://doi.org/10.1080/14794800008520167

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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.