The Concept of Invariance and Change
暂无分享,去创建一个
[1] Liora Linchevski,et al. A cognitive gap between arithmetic and algebra , 1994 .
[2] Jacqueline Grennon Brooks,et al. The Courage To Be Constructivist. , 1999 .
[3] Hung-hsi Wu. The Mis-Education of Mathematics Teachers , 2011 .
[4] D. Schifter,et al. Classroom Stories: Examples of Elementary Students Engaged in Early Algebra , 2017 .
[5] Michał Głażewski,et al. "Ways of Learning to Teach. A Philosophically Inspired Analysis of Teacher Education Programs", Shlomo Back, Rotterdam/Boston/Taipei 2012 : [recenzja] / Michał Głażewski. , 2012 .
[6] L. Vygotsky. Mind in Society: The Development of Higher Psychological Processes: Harvard University Press , 1978 .
[7] Luis Radford,et al. Algebraic thinking from a cultural semiotic perspective , 2010 .
[8] E. Fischbein,et al. Intuition in Science and Mathematics: An Educational Approach , 2014 .
[9] James G. Greeno,et al. The development of semantic categories for addition and subtraction , 1982 .
[10] Luis Radford,et al. The Anthropology of Meaning , 2006 .
[11] Liora Linchevski,et al. Algebra with Numbers and Arithmetic with Letters: A Definition of Pre-algebra. , 1995 .
[12] J. Mason. Expressing Generality and Roots of Algebra , 1996 .
[13] M. Blanton,et al. Characterizing a Classroom Practice that Promotes Algebraic Reasoning. , 2005 .
[14] Arthur W. Collins,et al. Kant and the Critique of Pure Reason , 1999 .
[15] Suzanne R. Harper,et al. Promoting Appropriate Uses of Technology in Mathematics Teacher Preparation , 2000 .
[16] Liping Ma,et al. Knowing and Teaching Elementary Mathematics Teachers' Understanding of Fundamental Mathematics in China and the United States , 2010 .
[17] Ruth Stavy,et al. How Students Mis/Understand Science and Mathematics: Intuitive Rules (Ways of Knowing in Science Series) , 2000 .
[18] S. Drake,et al. Galileo at Work: His Scientific Biography , 1969 .
[19] Diana F. Steele,et al. Seventh-grade students’ representations for pictorial growth and change problems , 2008 .
[20] Hyman Bass,et al. Knowing Mathematics for Teaching Who Knows Mathematics Well Enough To Teach Third Grade, and How Can We Decide? , 2005 .
[21] Z. Usiskin. Why Is Algebra Important to Learn , 1995 .
[22] Rina Zazkis,et al. Generalization of patterns: the tension between algebraic thinking and algebraic notation , 2002 .
[23] J. Piaget. The Child's Conception of Number , 1953 .
[24] D. Tirosh,et al. Evoking Cognitive Conflict to Explore Preservice Teachers' Thinking about Division. , 1990 .
[25] B. Hofer. Instructional Context in the College Mathematics Classroom: Epistemological Beliefs and Student Motivation. , 1999 .
[26] B. Flexer. PREDICTING EIGHTH-GRADE ALGEBRA ACHIEVEMENT , 1984 .
[27] A. Morris. Factors Affecting Pre-Service Teachers' Evaluations of the Validity of Students' Mathematical Arguments in Classroom Contexts , 2007 .
[28] Richard Gunstone,et al. The fluid/gravity correspondence , 2011, 1107.5780.
[29] Jeanne L. Tunks,et al. Changing practice, changing minds, from arithmetical to algebraic thinking: an application of the concerns-based adoption model (CBAM) , 2009 .
[30] P. Freire. Pedagogy of the Oppressed, 30th Anniversary Edition , 1970 .
[31] Carl B. Boyer,et al. A History of Mathematics. , 1993 .
[32] Kenneth R. Koedinger,et al. An Investigation of Teachers' Beliefs of Students' Algebra Development , 2000, Cognition and Instruction.
[33] Lieven Verschaffel,et al. Pre-service Teachers' Preferred Strategies for Solving Arithmetic and Algebra Word Problems , 2003 .
[34] Edmund Husserl,et al. Experience and judgment: Investigations in a genealogy of logic , 1973 .
[35] R. Skemp. Relational Understanding and Instrumental Understanding. , 2006 .
[36] David W. Carraher,et al. Early Algebra Is Not the Same as Algebra Early , 2017 .
[37] Ralph T. Putnam,et al. Learning to teach. , 1996 .
[38] L. Shulman. Those Who Understand: Knowledge Growth in Teaching , 1986 .