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The balance model: Hindrance or support for the solving of linear equations with one unknown
4 references·6 citing·41 second hop
The balance model: Hindrance or support for the solving of linear equations with one unknown (2002)The balance model: Hindrance or support f…The gains and the pitfalls of reification — The case of algebra (1994)The gains and the pitfalls of…The Gains and the Pitfalls of Reification — The Case of Algebra (1994)The Gains and the Pitfalls of…Concepts associated with the equality symbol (1981)Concepts associated with the …Thought and language (1962)Thought and languageA progression in first-grade children’s thinking about variable and variable notation in functional relationships (2017)A progression in first-grade …Relationships Between Students' Fractional Knowledge and Equation Writing (2015)Relationships Between Student…Prerequisite algebra skills and associated misconceptions of middle grade students: A review (2013)Prerequisite algebra skills a…Obstacles and Affordances for Integer Reasoning: An Analysis of Children's Thinking and the History of Mathematics (2013)Obstacles and Affordances for…Procedural embodiment and magic in linear equations (2007)Procedural embodiment and mag…Making sense of the minus sign or becoming flexible in ‘negativity’ (2004)Making sense of the minus sig…The developmental psychology of Jean Piaget. (1963)Family resemblances: Studies in the internal structure of categories (1975)Basic objects in natural categories (1976)Principles of Language Learning and Teaching (1981)Translations from the Philosophical Writings of GOTTLOB FREGE. (1954)Handbook of research on mathematics teaching and learning (1992)A cognitive gap between arithmetic and algebra (1994)Arithmetic and Algebra in Early Mathematics Education (2006)Handbook of Research on the Psychology of Mathematics Education (2006)The Learning and Teaching of School Algebra (2006)Women, Fire, and Dangerous Things (1987)Theory of didactical situations in mathematics (1997)Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education (2004)Capturing and modeling the process of conceptual change (1994)On Two Metaphors for Learning and the Dangers of Choosing Just One (1998)Intentional Conceptual Change (2003)Diagnosing misconceptions: Revealing changing decimal fraction knowledge (2014)Negative Integer Understanding: Characterizing First Graders' Mental Models (2014)Those Who Understand: Knowledge Growth in Teaching (1986)Content Knowledge for Teaching (2008)A Learning Progression for Elementary Students’ Functional Thinking (2017)The Groundless Use of Linearity in Daily Thinking and Decision-making (2021)The Structure of Scientific Revolutions (1963)Basics of qualitative research : techniques and procedures for developing grounded theory (1998)Adding It Up: Helping Children Learn Mathematics (2013)National Council of Teachers of Mathematics (1979)Basics of Qualitative Research (1992)RADICAL CONSTRUCTIVISM (2010)The fractional knowledge and algebraic reasoning of students with the first multiplicative concept (2013)The multi-dimensionality of early algebraic thinking: background, overarching dimensions, and new directions (2022)Basics of Qualitative Research: Grounded Theory Procedures and Techniques. (1992)Basics of Qualitative Research: Grounded Theory Procedures and Techniques (1993)Second Handbook of Research on Mathematics Teaching and Learning. (2007)Does Early Algebra Matter? The Effectiveness of an Early Algebra Intervention in Grades 3 to 5 (2019)Development of the process conception of function (1992)On Reform Movement and the Limits of Mathematical Discourse (2000)Cognition as Communication: Rethinking Learning-by-Talking Through Multi-Faceted Analysis of Students' Mathematical Interactions (2001)Students’ Reasoning With Reversible Multiplicative Relationships (2010)Characterizing a Classroom Practice that Promotes Algebraic Reasoning. (2005)Does Understanding the Equal Sign Matter? Evidence from Solving Equations (2006)Promoting Transfer: Effects of Self-Explanation and Direct Instruction (2006)
this work references cited by second hop

References

  • 1962Thought and language20,700 cited
  • 1981Concepts associated with the equality symbol560 cited
  • 1994The Gains and the Pitfalls of Reification — The Case of Algebra387 cited
  • 1994The gains and the pitfalls of reification — The case of algebra311 cited

Cited by

  • 2004Making sense of the minus sign or becoming flexible in ‘negativity’143 cited
  • 2015Relationships Between Students' Fractional Knowledge and Equation Writing122 cited
  • 2007Procedural embodiment and magic in linear equations119 cited
  • 2013Prerequisite algebra skills and associated misconceptions of middle grade students: A review113 cited
  • 2013Obstacles and Affordances for Integer Reasoning: An Analysis of Children's Thinking and the History of Mathematics106 cited
  • 2017A progression in first-grade children’s thinking about variable and variable notation in functional relationships67 cited

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