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The Learning and Teaching of School Algebra
2 references·16 citing·48 second hop
The Learning and Teaching of School Algebra (2006)The Learning and Teaching of School Algeb…Functions, Graphs, and Graphing: Tasks, Learning, and Teaching (1990)Functions, Graphs, and Graphi…Mathematics as an Educational Task (1972)Mathematics as an Educational…Exploring teacher noticing of student algebraic thinking in a video club (2014)Exploring teacher noticing of…Students’ Reasoning With Reversible Multiplicative Relationships (2010)Students’ Reasoning With Reve…Assessing knowledge of mathematical equivalence: A construct-modeling approach. (2010)Assessing knowledge of mathem…Flowing Toward Correct Contributions During Group Problem Solving: A Statistical Discourse Analysis (2008)Flowing Toward Correct Contri…Handbook of Research on the Psychology of Mathematics Education (2006)Handbook of Research on the P…Does Understanding the Equal Sign Matter? Evidence from Solving Equations (2006)Does Understanding the Equal …Characterizing a Classroom Practice that Promotes Algebraic Reasoning. (2005)Characterizing a Classroom Pr…Extending the conceptual change approach to mathematics learning and teaching (2004)Extending the conceptual chan…How Students Understand Physics Equations (2001)How Students Understand Physi…Cognition as Communication: Rethinking Learning-by-Talking Through Multi-Faceted Analysis of Students' Mathematical Interactions (2001)Cognition as Communication: R…Teachers' and Researchers' Beliefs about the Development of Algebraic Reasoning (2000)Teachers' and Researchers' Be…An Investigation of Teachers' Beliefs of Students' Algebra Development (2000)An Investigation of Teachers'…Conceptual Knowledge in Introductory Calculus (1996)Conceptual Knowledge in Intro…Subject-matter knowledge and knowledge about students as sources of teacher presentations of the subject-matter (1995)Subject-matter knowledge and …Confounding Whole-Number and Fraction Concepts When Building on Informal Knowledge (1995)Confounding Whole-Number and …The Gains and the Pitfalls of Reification — The Case of Algebra (1994)The Gains and the Pitfalls of…Teachers of Mathematics (1948)National Council of Teachers of Mathematics (1979)Handbook of research on mathematics teaching and learning (1992)Using example problems to improve student learning in algebra: Differentiating between correct and incorrect examples (2012)Developing Conceptual and Procedural Knowledge of Mathematics (2014)The Development of Children's Algebraic Thinking: The Impact of a Comprehensive Early Algebra Intervention in Third Grade (2014)Concepts associated with the equality symbol (1981)Thinking Mathematically: Integrating Arithmetic & Algebra in Elementary School (2003)The Teacher’s Role in Classroom Discourse: A Review of Recent Research Into Mathematics Classrooms (2008)Characteristics of Effective Teaching of Mathematics: A View from the West (2009)Functional Thinking as a Route Into Algebra in the Elementary Grades (2011)Situated Cognition and the Culture of Learning (1989)When the Problem Is Not the Question and the Solution Is Not the Answer: Mathematical Knowing and Teaching (1990)Initiating Change in Prospective Elementary School Teachers' Orientations to Mathematics Teaching by Building on Beliefs (2004)When Theories Don't Add Up: Disentangling he Manipulatives Debate (2007)An Extensive Analysis of Preservice Elementary Teachers’ Knowledge of Fractions (2008)Translations from the Philosophical Writings of GOTTLOB FREGE. (1954)A cognitive gap between arithmetic and algebra (1994)Arithmetic and Algebra in Early Mathematics Education (2006)Thought and language (1962)Studies in Ethnomethodology. (1968)Mind in Society: The Development of Higher Psychological Processes (1978)There is more to discourse than meets the ears: Looking at thinking as communicating to learn more about mathematical learning (2001)Engaging with others’ mathematical ideas: Interrelationships among student participation, teachers’ instructional practices, and learning (2013)Relational Understanding and Instrumental Understanding (1978)Handbook of research on teaching (1986)Those Who Understand: Knowledge Growth in Teaching (1986)Conceptualizing Teachers’ Ways of Knowing (1999)Mathematics Teacher Change and Developments (2002)Middle Grade Teachers’ Learning through Students’ Engagement with Modeling Tasks* (2006)Categorization and Representation of Physics Problems by Experts and Novices* (1981)The Body in the Mind (1987)Elements of a cognitive model of physics problem solving: Epistemic games (2007)Modelling Mathematical Reasoning in Physics Education (2011)Language of Physics, Language of Math: Disciplinary Culture and Dynamic Epistemology (2015)Those Who Understand: Knowledge Growth in Teaching (1986)Knowledge and Teaching:Foundations of the New Reform (1987)Development of the process conception of function (1992)Exploring visuospatial thinking in chemistry learning (2004)Metarepresentation: Native Competence and Targets for Instruction (2004)International Handbook of Mathematics Education (1997)Where Mathematics Comes From: How the Embodied Mind Brings Mathematics into Being (2002)Modelling mathematical argumentation: the importance of qualification (2007)Connecting theories in mathematics education: challenges and possibilities (2008)Learning Trajectory Based Instruction (2012)Didactical Phenomenology of Mathematical Structures (1985)Reflective Discourse and Collective Reflection (1997)Digital Fabrication and ‘Making’ in Education (2013)
this work references cited by second hop

References

  • 1972Mathematics as an Educational Task1,335 cited
  • 1990Functions, Graphs, and Graphing: Tasks, Learning, and Teaching1,040 cited

Cited by

  • 2001How Students Understand Physics Equations456 cited
  • 2005Characterizing a Classroom Practice that Promotes Algebraic Reasoning.422 cited
  • 2006Does Understanding the Equal Sign Matter? Evidence from Solving Equations395 cited
  • 1994The Gains and the Pitfalls of Reification — The Case of Algebra387 cited
  • 2006Handbook of Research on the Psychology of Mathematics Education351 cited
  • 2001Cognition as Communication: Rethinking Learning-by-Talking Through Multi-Faceted Analysis of Students' Mathematical Interactions298 cited
  • 1995Confounding Whole-Number and Fraction Concepts When Building on Informal Knowledge237 cited
  • 1995Subject-matter knowledge and knowledge about students as sources of teacher presentations of the subject-matter225 cited
  • 2004Extending the conceptual change approach to mathematics learning and teaching215 cited
  • 2000An Investigation of Teachers' Beliefs of Students' Algebra Development214 cited
  • 2008Flowing Toward Correct Contributions During Group Problem Solving: A Statistical Discourse Analysis189 cited
  • 2000Teachers' and Researchers' Beliefs about the Development of Algebraic Reasoning

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184 cited
  • 1996Conceptual Knowledge in Introductory Calculus178 cited
  • 2010Students’ Reasoning With Reversible Multiplicative Relationships162 cited
  • 2014Exploring teacher noticing of student algebraic thinking in a video club161 cited
  • 2010Assessing knowledge of mathematical equivalence: A construct-modeling approach.160 cited