-
1
-
-
0003272893
-
Taxonomy of educational objectives: The classification of educational goals
-
New York: Longman
-
Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals, Handbook I : Cognitive domain. New York: Longman.
-
(1956)
Handbook I : Cognitive Domain
-
-
Bloom, B.S.1
-
2
-
-
22544467094
-
What is a circle?
-
Borasi, R. (1987). What is a circle? Mathematics Teaching, 118, 39-40.
-
(1987)
Mathematics Teaching
, vol.118
, pp. 39-40
-
-
Borasi, R.1
-
4
-
-
22544449680
-
On humanistic alternatives in the practice of teacher education
-
Brown, S. I. (1982). On humanistic alternatives in the practice of teacher education. Journal of Research and Development in Education, 15(4), 1-12.
-
(1982)
Journal of Research and Development in Education
, vol.15
, Issue.4
, pp. 1-12
-
-
Brown, S.I.1
-
5
-
-
0343982012
-
The role and function of a hierarchical classification of quadrilaterals
-
de Villiers, M. (1994). The role and function of a hierarchical classification of quadrilaterals. For the Learning of Mathematics, 14(1), 11-18.
-
(1994)
For the Learning of Mathematics
, vol.14
, Issue.1
, pp. 11-18
-
-
De Villiers, M.1
-
6
-
-
0012955770
-
To teach definitions in geometry or to teach to define?
-
A. Olivier & K. Newstead (Eds.). Stellenbosch, South Africa: University of Stellenbosch
-
de Villiers, M. (1998). To teach definitions in geometry or to teach to define? In A. Olivier & K. Newstead (Eds.), Proceedings of the 22nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 248-255). Stellenbosch, South Africa: University of Stellenbosch.
-
(1998)
Proceedings of the 22nd Conference of the International Group for the Psychology of Mathematics Education
, vol.2
, pp. 248-255
-
-
De Villiers, M.1
-
12
-
-
0039194780
-
Psychological aspects of learning geometry
-
P. Nesher and J. Kilpatrick (Eds.). New York: Cambridge University Press
-
Hershkowitz, R. (1990). Psychological aspects of learning geometry. In P. Nesher and J. Kilpatrick (Eds.), Mathematics and cognition. New York: Cambridge University Press.
-
(1990)
Mathematics and Cognition
-
-
Hershkowitz, R.1
-
13
-
-
0009576203
-
The curricular shaping of students' approaches to proof
-
Hoyles, C. (1997). The curricular shaping of students' approaches to proof. For the Learning of Mathematics, 77(1), 7-16.
-
(1997)
For the Learning of Mathematics
, vol.77
, Issue.1
, pp. 7-16
-
-
Hoyles, C.1
-
14
-
-
22544446872
-
Mathematics teaching: What is it?
-
Jaworski, B. (1992). Mathematics teaching: What is it? For the Learning of Mathematics, 12(1), 8-14.
-
(1992)
For the Learning of Mathematics
, vol.12
, Issue.1
, pp. 8-14
-
-
Jaworski, B.1
-
15
-
-
1542740771
-
Effects of a definition and a varying number of examples and nonexamples on concept attainment
-
Klausmeier, H. J., & Feldman, K. V. (1975). Effects of a definition and a varying number of examples and nonexamples on concept attainment. Journal of Educational Psychology, 67, 174-178.
-
(1975)
Journal of Educational Psychology
, vol.67
, pp. 174-178
-
-
Klausmeier, H.J.1
Feldman, K.V.2
-
16
-
-
22544432953
-
The relativity of mathematics
-
Kleiner, I., & Avital, S. (1984). The relativity of mathematics. Mathematics Teacher, 77, 554-558.
-
(1984)
Mathematics Teacher
, vol.77
, pp. 554-558
-
-
Kleiner, I.1
Avital, S.2
-
17
-
-
0011972194
-
Teachers' conceptions of proof in the context of secondary school mathematics
-
Knuth, E. (2002). Teachers' conceptions of proof in the context of secondary school mathematics. Journal of Mathematics Teacher Education, 5, 61-88.
-
(2002)
Journal of Mathematics Teacher Education
, vol.5
, pp. 61-88
-
-
Knuth, E.1
-
18
-
-
0004229474
-
-
Cambridge, UK: Cambridge University Press
-
Lakatos, I. (1976). Proofs and Refutations. Cambridge, UK: Cambridge University Press.
-
(1976)
Proofs and Refutations
-
-
Lakatos, I.1
-
19
-
-
0002259262
-
When the problem is not the question and the solution is not the answer: Mathematical knowing and teaching
-
Lampert, M. (1990). When the problem is not the question and the solution is not the answer: Mathematical knowing and teaching. American Educational Research Journal, 27, 29-63.
-
(1990)
American Educational Research Journal
, vol.27
, pp. 29-63
-
-
Lampert, M.1
-
20
-
-
0037888035
-
On equivalent and non-equivalent definitions II
-
Leikin, R., & Winicki-Landman, G. (2000). On equivalent and non-equivalent definitions II. For the Learning of Mathematics, 20(2), 24-29.
-
(2000)
For the Learning of Mathematics
, vol.20
, Issue.2
, pp. 24-29
-
-
Leikin, R.1
Winicki-Landman, G.2
-
21
-
-
0009321949
-
On the mathematical nature of turtle programming
-
D. Pimm (Ed.). London: Hodder and Stoughton
-
Leron, U. (1988). On the mathematical nature of turtle programming. In D. Pimm (Ed.), Mathematics Teachers and Children (pp. 185-189). London: Hodder and Stoughton.
-
(1988)
Mathematics Teachers and Children
, pp. 185-189
-
-
Leron, U.1
-
23
-
-
0010854046
-
The van Hiele levels of geometric thought in undergraduate preservice teachers
-
Mayberry, J. (1983). The van Hiele levels of geometric thought in undergraduate preservice teachers. Journal for Research in Mathematics Education, 14, 58-69.
-
(1983)
Journal for Research in Mathematics Education
, vol.14
, pp. 58-69
-
-
Mayberry, J.1
-
24
-
-
0000682797
-
Making the transition to formal proof
-
Moore, R. C. (1994). Making the transition to formal proof. Educational Studies in Mathematics, 27, 249-266.
-
(1994)
Educational Studies in Mathematics
, vol.27
, pp. 249-266
-
-
Moore, R.C.1
-
26
-
-
3843088853
-
Mathematical idea analysis: What embodied cognitive science can say about the human nature of mathematics
-
T. Nakahara & M. Koyama (Eds.). Hiroshima, Japan: Hiroshima University
-
Nunez, R. E. (2000). Mathematical idea analysis: What embodied cognitive science can say about the human nature of mathematics. In T. Nakahara & M. Koyama (Eds.), Proceedings of the 24th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 3-22). Hiroshima, Japan: Hiroshima University.
-
(2000)
Proceedings of the 24th Conference of the International Group for the Psychology of Mathematics Education
, vol.1
, pp. 3-22
-
-
Nunez, R.E.1
-
27
-
-
22544472816
-
Counter-examples that (only) prove and counter-examples that (also) explain
-
Peled, I., & Zaslavsky, O. (1997). Counter-examples that (only) prove and counter-examples that (also) explain. Focus on Learning Problems in Mathematics, 19(3), 49-61.
-
(1997)
Focus on Learning Problems in Mathematics
, vol.19
, Issue.3
, pp. 49-61
-
-
Peled, I.1
Zaslavsky, O.2
-
28
-
-
22544452822
-
Just a matter of definition [Review of the book Learning mathematics through inquiry]
-
Pimm, D. (1993). Just a matter of definition [Review of the book Learning mathematics through inquiry]. Educational Studies in Mathematics, 25, 261-217.
-
(1993)
Educational Studies in Mathematics
, vol.25
, pp. 261-1217
-
-
Pimm, D.1
-
29
-
-
22544466239
-
Images and definitions for the concept of increasing/decreasing function
-
A. Olivier & K. Newstead (Eds.). Stellenbosch, South Africa: University of Stellenbosch
-
Rasslan, S., & Vinner, S. (1998). Images and definitions for the concept of increasing/decreasing function. In A. Olivier & K. Newstead (Eds.), Proceedings of the 22nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, 33-40). Stellenbosch, South Africa: University of Stellenbosch.
-
(1998)
Proceedings of the 22nd Conference of the International Group for the Psychology of Mathematics Education
, vol.4
, pp. 33-40
-
-
Rasslan, S.1
Vinner, S.2
-
31
-
-
0018217861
-
Understanding understanding mathematics
-
Rissland, E. (1978). Understanding understanding mathematics. Cognitive Science, 2, 361-383.
-
(1978)
Cognitive Science
, vol.2
, pp. 361-383
-
-
Rissland, E.1
-
32
-
-
85068036857
-
Example-based reasoning
-
J. F. Voss, D. N. Perkins, & J. W. Segal (Eds.). Hillsdale, NJ: Lawrence Erlbaum
-
Rissland, E. (1991). Example-based reasoning. In J. F. Voss, D. N. Perkins, & J. W. Segal (Eds.), Informal Reasoning and Education (pp. 187-208). Hillsdale, NJ: Lawrence Erlbaum.
-
(1991)
Informal Reasoning and Education
, pp. 187-208
-
-
Rissland, E.1
-
33
-
-
0000802634
-
Explorations of students' mathematical beliefs and behavior
-
Schoenfeld, A. H. (1989). Explorations of students' mathematical beliefs and behavior. Journal for Research in Mathematics Education, 20, 338-355.
-
(1989)
Journal for Research in Mathematics Education
, vol.20
, pp. 338-355
-
-
Schoenfeld, A.H.1
-
34
-
-
22544465956
-
What constitutes a (good) definition? The case of square
-
M. van den Heuvel-Panhuizen (Ed.). Utrecht, Netherlands: Utrecht University
-
Shir, K., & Zaslavsky, O. (2001). What constitutes a (good) definition? The case of square. In M. van den Heuvel-Panhuizen (Ed.), Proceedings of the 25th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 161-168). Utrecht, Netherlands: Utrecht University.
-
(2001)
Proceedings of the 25th Conference of the International Group for the Psychology of Mathematics Education
, vol.4
, pp. 161-168
-
-
Shir, K.1
Zaslavsky, O.2
-
35
-
-
22544434758
-
Students' conceptions of an acceptable geometric definition
-
A. D. Cockburn & E. Nardi (Eds.). Norwich, UK: University of East Anglia
-
Shir, K., & Zaslavsky, O. (2002). Students' conceptions of an acceptable geometric definition. In A. D. Cockburn & E. Nardi (Eds.), Proceedings of the 26th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 201-208). Norwich, UK: University of East Anglia.
-
(2002)
Proceedings of the 26th Conference of the International Group for the Psychology of Mathematics Education
, vol.4
, pp. 201-208
-
-
Shir, K.1
Zaslavsky, O.2
-
36
-
-
22544485775
-
Concept and principle learning
-
R. J. Shumway (Ed.). Reston, VA: National Council of Teachers of Mathematics
-
Sowder, L. (1980). Concept and principle learning. In R. J. Shumway (Ed.), Research in Mathematics Education (pp. 244-285). Reston, VA: National Council of Teachers of Mathematics.
-
(1980)
Research in Mathematics Education
, pp. 244-285
-
-
Sowder, L.1
-
37
-
-
0000213855
-
Concept image and concept definition in mathematics with particular reference to limits and continuity
-
Tall, D., & Vinner, S. (1981). Concept image and concept definition in mathematics with particular reference to limits and continuity. Educational Studies in Mathematics, 12, 151-169.
-
(1981)
Educational Studies in Mathematics
, vol.12
, pp. 151-169
-
-
Tall, D.1
Vinner, S.2
-
39
-
-
0001940478
-
The role of definitions in the teaching and learning of mathematics
-
D. Tall (Ed.). Dordrecht: Kluwer
-
Vinner, S. (1991). The role of definitions in the teaching and learning of mathematics. In D. Tall (Ed.), Advanced Mathematical Thinking (pp. 65-81). Dordrecht: Kluwer.
-
(1991)
Advanced Mathematical Thinking
, pp. 65-81
-
-
Vinner, S.1
-
40
-
-
1842465710
-
Traditional mathematics classrooms: Some seemingly unavoidable feature
-
J. P. de Ponte & J. F. Matos (Eds.). Portugal, Lisbon: University of Lisbon
-
Vinner, S. (1994). Traditional mathematics classrooms: Some seemingly unavoidable feature. In J. P. de Ponte & J. F. Matos (Eds.), Proceedings of the 18th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 353-360). Portugal, Lisbon: University of Lisbon.
-
(1994)
Proceedings of the 18th Conference of the International Group for the Psychology of Mathematics Education
, vol.4
, pp. 353-360
-
-
Vinner, S.1
-
41
-
-
2942593147
-
Beyond proving and explaining: Proofs that justify the use of definitions and axiomatic structures and proofs that illustrates technique
-
Weber, K. (2002). Beyond proving and explaining: Proofs that justify the use of definitions and axiomatic structures and proofs that illustrates technique. For the Learning of Mathematics, 22(3), 14-22.
-
(2002)
For the Learning of Mathematics
, vol.22
, Issue.3
, pp. 14-22
-
-
Weber, K.1
-
42
-
-
2442468774
-
Inconsistent ideas related to definitions and examples
-
Wilson P. S. (1990). Inconsistent ideas related to definitions and examples. Focus on Learning Problems in Mathematics, 72(3-4), 31-47.
-
(1990)
Focus on Learning Problems in Mathematics
, vol.72
, Issue.3-4
, pp. 31-47
-
-
Wilson, P.S.1
-
43
-
-
0038225585
-
On equivalent and non-equivalent definitions I
-
Winicki-Landman, G., & Leikin, R. (2000). On equivalent and non-equivalent definitions I. For the Learning of Mathematics, 20(1), 17-21.
-
(2000)
For the Learning of Mathematics
, vol.20
, Issue.1
, pp. 17-21
-
-
Winicki-Landman, G.1
Leikin, R.2
-
44
-
-
21344474293
-
Sociomathematical norms, argumentation, and autonomy in mathematics
-
Yackel, E., & Cobb, P. (1996). Sociomathematical norms, argumentation, and autonomy in mathematics. Journal for Research in Mathematics Education, 27, 458-477.
-
(1996)
Journal for Research in Mathematics Education
, vol.27
, pp. 458-477
-
-
Yackel, E.1
Cobb, P.2
-
45
-
-
0002356643
-
Explanation, justification and argumentation in mathematics classrooms
-
M. van den Heuvel-Panhuizen (Ed.). Utrecht, Netherlands: Utrecht University
-
Yackel, E. (2000). Explanation, justification and argumentation in mathematics classrooms. In M. van den Heuvel-Panhuizen (Ed.), Proceedings of the 25th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 9-24). Utrecht, Netherlands: Utrecht University.
-
(2000)
Proceedings of the 25th Conference of the International Group for the Psychology of Mathematics Education
, vol.1
, pp. 9-24
-
-
Yackel, E.1
-
46
-
-
22544458888
-
Open-ended tasks as a trigger for mathematics teachers' professional development
-
Zaslavsky, O. (1995). Open-ended tasks as a trigger for mathematics teachers' professional development. For the Learning of Mathematics, 15(3), 15-20.
-
(1995)
For the Learning of Mathematics
, vol.15
, Issue.3
, pp. 15-20
-
-
Zaslavsky, O.1
|