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An investigation of young children's academic arithmetic contexts
7 references·3 citing·43 second hop
An investigation of young children's academic arithmetic contexts (1987)An investigation of young children's acad…Everyday Cognition: Development in Social Context (1999)Everyday Cognition: Developme…The Social Construction of Meaning--A Significant Development for Mathematics Education?. (1985)The Social Construction of Me…Concepts associated with the equality symbol (1981)Concepts associated with the …What's Special about Experiments as Contexts for Thinking * (1980)What's Special about Experime…How Children View the Equals Sign. (1980)How Children View the Equals …Autopoiesis and Cognition (1980)Autopoiesis and CognitionMan and Society (1965)Man and SocietyPromoting Transfer: Effects of Self-Explanation and Direct Instruction (2006)Promoting Transfer: Effects o…Conceptual and procedural knowledge of mathematics: Does one lead to the other? (1999)Conceptual and procedural kno…Young Children's Perceptions of Mathematics in Problem-Solving Environments (1997)Young Children's Perceptions …Research on Teaching (1978)Acquisition of mathematics concepts and processes (1983)A Constructivist Alternative to the Representational View of Mind in Mathematics Education (1992)Constructivist, emergent, and sociocultural perspectives in the context of developmental research (1996)Participating in Classroom Mathematical Practices (2010)THE PSYCHOLOGY OF PERSONAL CONSTRUCTS (2010)Understanding School Mathematics. (1977)Constructing Meaning for The Concept of Equation (1980)On the dual nature of mathematical conceptions: Reflections on processes and objects as different sides of the same coin (1991)The Common Sense of Teaching Mathematics (2010)Adding It Up: Helping Children Learn Mathematics (2013)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1956)Cognitive Load During Problem Solving: Effects on Learning (1988)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1994)Does discovery-based instruction enhance learning? (2010)The double-edged sword of pedagogy: Instruction limits spontaneous exploration and discovery (2011)Improving Students’ Learning With Effective Learning Techniques (2013)When the Problem Is Not the Question and the Solution Is Not the Answer: Mathematical Knowing and Teaching (1990)Empowerment through Multicultural Education. (1991)Understanding Cultural Diversity and Learning (1992)Applying the Theory of an Epistemological Belief System to the Investigation of Students’ and Professors’ Mathematical Beliefs (2007)National Council of Teachers of Mathematics (1979)Self-explanations: How students study and use examples in learning to solve problems (1989)Beyond modularity: a developmental perspective on cognitive science (1993)Working Memory Impairments in Children with Specific Arithmetic Learning Difficulties (1999)The Conceptual Framework of Psychology (1954)Ecological Psychology: Concepts and Methods for Studying the Environment of Human Behavior (1968)Cognition and reality (1976)Beyond the Purely Cognitive: Belief Systems, Social Cognitions, and Metacognitions As Driving Forces in Intellectual Performance* (1983)Access to Print in Low‐Income and Middle‐Income Communities: An Ecological Study of Four Neighborhoods (2001)New Conceptual Frameworks for Student Engagement Research, Policy, and Practice (2013)Situated Cognition and the Culture of Learning (1989)Teaching critical thinking for transfer across domains. (1998)Learning by Expanding (2014)A Dynamic Theory of Organizational Knowledge Creation (1994)SECI, Ba and Leadership: a Unified Model of Dynamic Knowledge Creation (2000)On Organizational Becoming: Rethinking Organizational Change (2002)Functions, Graphs, and Graphing: Tasks, Learning, and Teaching (1990)Sources of Differences in Children's Understandings of Mathematical Equality: Comparative Analysis of Teacher Guides and Student Texts in China and the United States (2008)Measure for Measure: What Combining Diverse Measures Reveals About Children's Understanding of the Equal Sign as an Indicator of Mathematical Equality (2012)From Apology to Utopia: The Structure of International Legal Argument (1990)Encyclopedia of sociology (1992)Developing a grounded theory approach: a comparison of Glaser and Strauss (2003)
this work references cited by second hop

References

  • 1980Autopoiesis and Cognition5,831 cited
  • 1999Everyday Cognition: Development in Social Context1,215 cited
  • 1981Concepts associated with the equality symbol562 cited
  • 1965Man and Society229 cited
  • 1980How Children View the Equals Sign.124 cited
  • 1985The Social Construction of Meaning--A Significant Development for Mathematics Education?.98 cited
  • 1980What's Special about Experiments as Contexts for Thinking *43 cited

Cited by

  • 1999Conceptual and procedural knowledge of mathematics: Does one lead to the other?670 cited
  • 2006Promoting Transfer: Effects of Self-Explanation and Direct Instruction423 cited
  • 1997Young Children's Perceptions of Mathematics in Problem-Solving Environments47 cited

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