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Volumn 17, Issue 1, 1999, Pages 65-92

Reflective processes in a mathematics classroom with a rich learning environment

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Indexed keywords


EID: 0002654761     PISSN: 07370008     EISSN: None     Source Type: Journal    
DOI: 10.1207/s1532690xci1701_3     Document Type: Article
Times cited : (34)

References (18)
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  • 2
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    • Technology and mathematics education
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    • Kaput, J. J. (1992). Technology and mathematics education. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 515-556). Reston, VA: National Council of Teachers of Mathematics.
    • (1992) Handbook of Research on Mathematics Teaching and Learning , pp. 515-556
    • Kaput, J.J.1
  • 8
    • 0003111536 scopus 로고    scopus 로고
    • Activity theory as a potential framework for human-computer interaction research
    • B. A. Nardi (Ed.), Cambridge, MA: MIT Press
    • Kuutti, K. (1996). Activity theory as a potential framework for human-computer interaction research In B. A. Nardi (Ed.), Context and consciousness (pp. 17-44). Cambridge, MA: MIT Press.
    • (1996) Context and Consciousness , pp. 17-44
    • Kuutti, K.1
  • 9
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    • The problem of activity in psychology
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    • Leonte'ev, A.N.1
  • 10
    • 84963428932 scopus 로고
    • Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities
    • Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 2, 117-175.
    • (1984) Cognition and Instruction , vol.2 , pp. 117-175
    • Palincsar, A.S.1    Brown, A.L.2
  • 11
    • 0000224557 scopus 로고
    • Arguing and reasoning in understanding historical topics
    • Pontecorvo, C., & Girardet, H. (1993). Arguing and reasoning in understanding historical topics. Cognition and Instruction, 11, 365-395.
    • (1993) Cognition and Instruction , vol.11 , pp. 365-395
    • Pontecorvo, C.1    Girardet, H.2
  • 13
    • 0002242225 scopus 로고
    • Learning to think mathematically: Problem-solving, metacognition, and sense making in mathematics
    • D. A. Grouws (Ed.), Reston, VA: National Council of Teachers of Mathematics
    • Schoenfeld, A. (1992). Learning to think mathematically: Problem-solving, metacognition, and sense making in mathematics. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 334-370). Reston, VA: National Council of Teachers of Mathematics.
    • (1992) Handbook of Research on Mathematics Teaching and Learning , pp. 334-370
    • Schoenfeld, A.1
  • 14
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    • New actions upon old objects: A new ontological perspective on functions
    • Schwarz, B. B., & Dreyfus, T. (1995). New actions upon old objects: A new ontological perspective on functions. Educational Studies in Mathematics, 29, 259-291.
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    • Schwarz, B.B.1    Dreyfus, T.2
  • 16
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    • Vygotsky : Reflections on the reception and further development of his thought
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    • Stetsenko, A.P.1
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