The role of quantitative reasoning in precalculus students learning central concepts of trigonometry

[1]  P. W. Thompson,et al.  RE-THINKING COVARIATION FROM A QUANTITATIVE PERSPECTIVE: SIMULTANEOUS CONTINUOUS VARIATION , 1998 .

[2]  Patrick W Thompson,et al.  Foundational Reasoning Abilities that Promote Coherence in Students' Function Understanding , 2008 .

[3]  J. Clement Analysis of Clinical Interviews: Foundations and model viability , 2000 .

[4]  Marilyn P. Carlson,et al.  The Precalculus Concept Assessment: A Tool for Assessing Students’ Reasoning Abilities and Understandings , 2010 .

[5]  Cos Fi Preservice secondary school mathematics teachers' knowledge of trigonometry : subject matter content knowledge, pedagogical content knowledge and envisioned pedagogy , 2003 .

[6]  David Tall,et al.  Concept image and concept definition in mathematics with particular reference to limits and continuity , 1981 .

[7]  W. Huff EXPERIENCE OR EDUCATION , 1968 .

[8]  Leslie P. Steffe,et al.  Teaching experiment methodology: Underlying principles and essential elements , 2000 .

[9]  E. Glasersfeld Radical Constructivism: A Way of Knowing and Learning. Studies in Mathematics Education Series: 6. , 1995 .

[10]  Patrick W Thompson,et al.  4 Quantitative Reasoning and the Development of Algebraic Reasoning , 2007 .

[11]  Keith Weber,et al.  Students’ understanding of trigonometric functions , 2005 .

[12]  Patrick W Thompson,et al.  Students, Functions, and the Undergraduate Curriculum † , 1994 .

[13]  Documenting the emergence of “speaking with meaning” as a sociomathematical norm in professional learning community discourse , 2008 .

[14]  N. Hoffart Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory , 2000 .

[15]  Patrick W Thompson,et al.  Images of rate and operational understanding of the fundamental theorem of calculus , 1994 .

[16]  H. Akkoç Pre-service mathematics teachers’ concept images of radian , 2008 .

[17]  Marilyn P. Carlson,et al.  The Cyclic Nature of Problem Solving: An Emergent Multidimensional Problem-Solving Framework , 2005 .

[18]  Patrick W Thompson,et al.  Quantitative reasoning, complexity, and additive structures , 1993 .

[19]  Patrick W Thompson,et al.  The development of the concept of speed and its relationship to concepts of rate , 1994 .

[20]  Patrick W Thompson,et al.  Radical Constructivism: Reflections and Directions † , 2000 .

[21]  P. Thompson CONCEPTUAL ANALYSIS OF MATHEMATICAL IDEAS: SOME SPADEWORK AT THE FOUNDATION OF MATHEMATICS EDUCATION 1 , 2008 .

[22]  G. A. Miller,et al.  THE DEVELOPMENT OF THE FUNCTION CONCEPT , 1928 .

[23]  Marilyn P. Carlson,et al.  Applying Covariational Reasoning While Modeling Dynamic Events: A Framework and a Study. , 2002 .

[24]  Patrick W Thompson A Cognitive Model Of Quantity-Based Algebraic Reasoning , 1989 .

[25]  Jean Piaget,et al.  Studies in Reflecting Abstraction , 2001 .

[26]  Joan Ferrini-Mundy,et al.  Principles and Standards for School Mathematics: A Guide for Mathematicians , 2000 .

[27]  P. Thompson,et al.  The design of tasks in support of teachers’ development of coherent mathematical meanings , 2007 .

[28]  Michael Chapman,et al.  Constructive Evolution: Origins and Development of Piaget's Thought , 1988 .

[29]  C. Hirsch Curriculum and Evaluation Standards for School Mathematics , 1988 .