The Evolution of Mathematical Practices: A Case Study
暂无分享,去创建一个
[1] James G. Greeno,et al. Number sense as situated knowing in a conceptual domain , 1990 .
[2] Janet Bowers,et al. A Contextual Investigation of Three-Digit Addition and Subtraction. , 1998 .
[3] R. Lesh,et al. Handbook of Research Design in Mathematics and Science Education. , 2000 .
[4] N. Balacheff. Mathematics and Cognition: Future Perspectives for Research in the Psychology of Mathematics Education , 1990 .
[5] Andra A. DiSessa. Inventing Graphing: Meta Representational Expertise in Children , 1991 .
[6] P. Cobb,et al. A Constructivist Alternative to the Representational View of Mind in Mathematics Education. , 1992 .
[7] K. Fuson. A Forum for Researchers. Issues in Place-Value and Multidigit Addition and Subtraction Learning and Teaching. , 1990 .
[8] Paul Cobb,et al. A method for conducting longitudinal analyses of classroom videorecordings and transcripts , 1996 .
[9] Martin A. Simon. Reconstructing Mathematics Pedagogy from a Constructivist Perspective. , 1995 .
[10] Randolph A. Philipp,et al. Calculational and Conceptual Orientations in Teaching Mathematics , 1994 .
[11] Susan E. B. Pirie,et al. Growth in mathematical understanding: How can we characterise it and how can we represent it? , 1994 .
[12] C. Kamii,et al. Primary Arithmetic: Children Inventing Their Own Procedures. , 1993 .
[13] Paul Cobb,et al. Constructivist, emergent, and sociocultural perspectives in the context of developmental research , 1996 .
[14] Leslie P. Steffe,et al. Theories of Mathematical Learning , 1996 .
[15] Jere Confrey,et al. Exponential functions, rates of change, and the multiplicative unit , 1994 .
[16] K.P.E. Gravemeijer,et al. Developing realistic mathematics education , 1994 .
[17] J. Dewey. Experience and Nature , 1960 .
[18] A. Sfard. Reification as the birth of metaphor , 1994 .
[19] R. Pea. Practices of distributed intelligence and designs for education , 1993 .
[20] J. Hiebert,et al. Links between teaching and learning place value with understanding in first grade. , 1992 .
[21] Paul Cobb,et al. Construction of Arithmetical Meanings and Strategies , 1987 .
[22] J. Piaget. The Child's Conception of Number , 1953 .
[23] P. Cobb,et al. Mathematizing and Symbolizing: The Emergence of Chains of Signification in One First-Grade Classroom , 2021, Situated Cognition.
[24] J. Piaget,et al. The Child's Conception of Number , 1953 .
[25] Stephen Lerman,et al. Intersubjectivity in Mathematics Learning: A Challenge to the Radical Constructivist Paradigm?. , 1996 .
[26] Leslie P. Steffe,et al. Cognitive Play and Mathematical Learning in Computer Microworlds. , 1994 .
[27] A. Strauss,et al. The discovery of grounded theory: strategies for qualitative research aldine de gruyter , 1968 .
[28] Patrick W Thompson,et al. IMAGERY AND THE DEVELOPMENT OF MATHEMATICAL REASONING , 1996 .
[29] R. Linn,et al. Qualitative methods in research on teaching , 1985 .
[30] James Hiebert,et al. Instruction, Understanding, and Skill in Multidigit Addition and Subtraction , 1996 .
[31] Martin A. Simon,et al. Justification in the mathematics classroom: A study of prospective elementary teachers , 1996 .
[32] Magdalene Lampert,et al. When the Problem Is Not the Question and the Solution Is Not the Answer: Mathematical Knowing and Teaching , 1990 .
[33] A. Collins,et al. Situated Cognition and the Culture of Learning , 1989 .