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The Equation, the Whole Equation and Nothing But the Equation! One Approach to the Teaching of Linear Equations
3 references·0 citing·14 second hop
The Equation, the Whole Equation and Nothing But the Equation! One Approach to the Teaching of Linear Equations (1997)The Equation, the Whole Equation and Noth…Growth in Mathematical Understanding: How Can We Characterise It and How Can We Represent It? (1994)Growth in Mathematical Unders…Research issues in the learning and teaching of algebra (1990)Research issues in the learni…Constructing Meaning for The Concept of Equation (1980)Constructing Meaning for The …The Process of Education (1960)Children's Understanding of Numerical Variables. (1978)Conservation of Equation and Function under Transformations of Variable (1981)The Transition from School to University (2003)Equations and the Equal Sign in Elementary Mathematics Textbooks (2012)Relational Understanding and Instrumental Understanding (1978)The tree of knowledge (1987)Beyond Mere Knowledge of Mathematics: The Importance of Knowing-to Act in the Moment (1999)Explicating a Mechanism for Conceptual Learning: Elaborating the Construct of Reflective Abstraction (2004)Relational Understanding and Instrumental Understanding (2006)The Future of Embodied Design for Mathematics Teaching and Learning (2020)The gains and the pitfalls of reification — The case of algebra (1994)Arithmetic and Algebra in Early Mathematics Education (2006)Supporting students' learning with multiple representations in a dynamic simulation-based learning environment (2006)
this work references cited by second hop

References

  • 1990Research issues in the learning and teaching of algebra319 cited
  • 1994Growth in Mathematical Understanding: How Can We Characterise It and How Can We Represent It?254 cited
  • 1980Constructing Meaning for The Concept of Equation91 cited

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