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Some Historical Issues and Paradoxes Regarding the Concept of Infinity: An Apos-Based Analysis: Part 1
12 references·0 citing·29 second hop
Some Historical Issues and Paradoxes Regarding the Concept of Infinity: An Apos-Based Analysis: Part 1 (2005)Some Historical Issues and Paradoxes Rega…APOS: A Constructivist Theory of Learning in Undergraduate Mathematics Education Research (2005)APOS: A Constructivist Theory…The Teaching and Learning of Mathematics at University Level (2001)The Teaching and Learning of …Letting the Intuitive bear on the Formal; A Didactical Approach for the Understanding of the Limit of a Sequence (2001)Letting the Intuitive bear on…Where Mathematics Comes From (2000)Where Mathematics Comes FromLearning binary operations, groups, and subgroups (1997)Learning binary operations, g…Understanding the limit concept: Beginning with a coordinated process scheme (1996)Understanding the limit conce…Intuition in science and mathematics (1988)Intuition in science and math…Humanities students and epistemological obstacles related to limits (1987)Humanities students and epist…Infinity And The Mind: The Science And Philosophy Of The Infinite (1982)Infinity And The Mind: The Sc…Genetic Epistemology (1970)Genetic EpistemologyGalileo: Two New Sciences (1969)Galileo: Two New SciencesThe Child's Conception of Number (1953)The Child's Conception of Num…Concept image and concept definition in mathematics with particular reference to limits and continuity (1981)Fondements et méthodes de la didactique des mathématiques (1986)The Role of Definitions in the Teaching and Learning of Mathematics (2002)An empirical study of students’ understanding of a logical structure in the definition of limit via the ε-strip activity (2009)What does it mean for a student to understand the first-year calculus? Perspectives of 24 experts (2011)Advanced Mathematical Thinking, edited by David Tall. Pp 289. £56. 1991. ISBN 0-7923-1456-5 (Kluwer Academic Publishers) (1995)Toward a theory of teaching-in-context (1998)Traditional instruction in advanced mathematics courses: a case study of one professor’s lectures and proofs in an introductory real analysis course (2004)Students’ understanding of trigonometric functions (2005)The emergence of objects from mathematical practices (2012)La formation de l'esprit scientifique. (1940)A study of pupils' proof-explanations in mathematical situations (1976)Le sens pratique (1976)Models of Limit Held by College Calculus Students (1991)Mathematical Beliefs and Conceptual Understanding of the Limit of a Function (2000)A categorization of the “whys” and “hows” of using history in mathematics education (2009)Handbook of research on mathematics teaching and learning (1992)Applying Covariational Reasoning While Modeling Dynamic Events: A Framework and a Study (2002)The transition to formal thinking in mathematics (2008)How Humans Learn to Think Mathematically (2013)Gestures, Speech, and the Sprouting of Signs: A Semiotic-Cultural Approach to Students' Types of Generalization (2003)The Structure of Time (2004)The neural theory of metaphor (2008)EGOCENTRISM IN ADOLESCENCE (1967)A theory of cognitive development: The control and construction of hierarchies of skills. (1980)Adding It Up: Helping Children Learn Mathematics (2013)On the dual nature of mathematical conceptions: Reflections on processes and objects as different sides of the same coin (1991)Constructing Scientific Knowledge in the Classroom (1994)Cognitive and Situated Learning Perspectives in Theory and Practice (1999)
this work references cited by second hop

References

  • 1953The Child's Conception of Number1,757 cited
  • 1970Genetic Epistemology1,325 cited
  • 2000Where Mathematics Comes From682 cited
  • 2001The Teaching and Learning of Mathematics at University Level553 cited
  • 2005APOS: A Constructivist Theory of Learning in Undergraduate Mathematics Education Research419 cited
  • 1996Understanding the limit concept: Beginning with a coordinated process scheme351 cited
  • 1987Humanities students and epistemological obstacles related to limits238 cited
  • 1988Intuition in science and mathematics199 cited
  • 1982Infinity And The Mind: The Science And Philosophy Of The Infinite182 cited
  • 2001Letting the Intuitive bear on the Formal; A Didactical Approach for the Understanding of the Limit of a Sequence90 cited
  • 1997Learning binary operations, groups, and subgroups58 cited
  • 1969Galileo: Two New Sciences4 cited

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