Editorial introduction

Educational Studies in Mathematics

Volumn 69, Issue 2, 2008, Pages 77-79

  Bills, Liz ^a   Watson, Anne ^a  

^a UNIVERSITY OF OXFORD   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 51549092686     PISSN: 00131954     EISSN: 15730816     Source Type: Journal    
DOI: 10.1007/s10649-008-9147-z     Document Type: Review

References (13)

1. Antonini, S. (2006). Graduate students' processes in generating examples of mathematical objects. In J. Novotná, H. Moraová, M. Krátká, and N. Stehlíková (Eds.), Proc. 30th Conf. of the Int. Group for the Psychology of Mathematics Education (Vol. 2, pp. 57-64). Prague, Czech Republic: PME.
2. Antonini, S., Furinghetti, F., Morselli, F., & Tosetto, E. (2007). University students generating examples in real analysis: Where is the definition? Proceedings of CERME 5: Fifth conference of the European Society for Research in Mathematics Education, (pp. 22-26), Larnaca, Cyprus.
3. Bills, L., Dreyfus, T., Mason, J., Tsamir, P., Watson, A., & Zaslavsky, O. (2006). Exemplification in mathematics education. In J. Novotná, H. Moraová, M. Krátká, and N. Stehlíková (Eds.), Proc. 30th Conf. of the Int. Group for the Psychology of Mathematics Education (Vol. 1, pp. 126-154). Prague, Czech Republic: PME.
4. Bills, L., & Rowland, T. (1999). Examples, generalization and proof. In L. Brown (Ed.), Making meaning in mathematics. A collection of extended and refereed papers from BSRLM - the British Society for Research into Learning Mathematics, Visions of Mathematics No. 2, Advanced in Mathematics Education No. 1 (pp. 103-116). York, UK: QED.
5. Dahlberg, R. P., & Housman, D. L. (1997). Facilitating learning events through example generation. Educational Studies in Mathematics, 33, 283-299. doi: 10.1023/A:1002999415887.
6. Marton, F., & Booth, S. (1997). Learning and awareness. Hillsdale, NJ: Lawrence Erlbaum.
7. Morselli, F. (2006). Use of examples in conjecturing and proving: An exploratory study. In J. Novotná, H. Moraová, M. Krátká, and N. Stehlíková (Eds.), Proc. 30th Conf. of the Int. Group for the Psychology of Mathematics Education (Vol. 4, pp. 185-192). Prague, Czech Republic: PME.
8. Paas, F. G. W. C., & Van Merrienboer, J. J. G. (1994). Variability of worked examples of geometrical problem solving skills: A cognitive load approach. Journal of Educational Psychology, 86, 122-133. doi: 10.1037/0022-0663.86.1.122.
9. Renkl, A. (2002). Worked-out examples: instructional explanations support learning by self-explanations. Learning and Instruction, 12, 529-556. doi: 10.1016/S0959-4752(01)00030-5.
10. Rissland Michener, E. L. (1978). Understanding understanding mathematics. Cognitive Science, 2, 361-383.
11. Runesson, U. (1999). The pedagogy of variation: Different ways of handling a mathematical topic /Variationens pedagogik: Skilda sätt att behandla ett matematiskt innehåll. Unpublished doctoral dissertation. University of Gothenburg.
12. Sowder, L. (1980). Concept and principle learning. In R. J. Shumway (Ed.), Research in Mathematics Education (pp. 244-285). Reston, Virginia: NCTM.
13. Watson, A., & Mason, J. (2005). Mathematics as a constructive activity: Learners generating examples. Mahwah, NJ: Erlbaum.