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The didactical use of models in realistic mathematics education: An example from a longitudinal trajectory on percentage
9 references·1 citing·31 second hop
The didactical use of models in realistic mathematics education: An example from a longitudinal trajectory on percentage (2003)The didactical use of models in realistic…Revisiting Mathematics Education (2002)Revisiting Mathematics Educat…Didactical Phenomenology of Mathematical Structures (2002)Didactical Phenomenology of M…Context Problems in Realistic Mathematics Education: A Calculus Course as an Example (1999)Context Problems in Realistic…Mediating between concrete and abstract (1997)Mediating between concrete an…Educational Development and Developmental Research in Mathematics Education (1994)Educational Development and D…Fractions in Realistic Mathematics Education: A Paradigm of Developmental Research (1991)Fractions in Realistic Mathem…Three Dimensions: A Model of Goal and Theory Description in Mathematics Instruction ― The Wiskobas Project (1986)Three Dimensions: A Model of …Mind in Society: The Development of Higher Psychological Processes (1978)Mind in Society: The Developm…Mathematics as an Educational Task (1972)Mathematics as an Educational…How Does Realistic Mathematics Education (RME) Improve Students’ Mathematics Cognitive Achievement? (2017)How Does Realistic Mathematic…The Structure of Scientific Revolutions (1963)Educational Psychology: A Cognitive View (1968)Constructivist, emergent, and sociocultural perspectives in the context of developmental research (1996)Mathematics Interventions for Children with Special Educational Needs (2003)Numerical Magnitude Representations Influence Arithmetic Learning (2008)The theory of communicative action (2014)On the dual nature of mathematical conceptions: Reflections on processes and objects as different sides of the same coin (1991)Reconstructing Mathematics Pedagogy from a Constructivist Perspective (1995)Sociomathematical Norms, Argumentation, and Autonomy in Mathematics (1996)A categorization of the “whys” and “hows” of using history in mathematics education (2009)Conceptualizing inquiry-based education in mathematics (2013)Geometry between the devil and the deep sea (1971)Celebrating 50 years of Reflective Practice: Versions of Creative Problem Solving (2004)Torrance Test of Creative Thinking: The question of its construct validity (2008)A global survey of international perspectives on modelling in mathematics education (2006)The Learning and Teaching of School Algebra (2006)Digital Fabrication and ‘Making’ in Education (2013)Subject-Matter Knowledge and Pedagogical Content Knowledge: Prospective Secondary Teachers and the Function Concept (1993)Hans Freudenthal: A mathematician on didactics and curriculum theory (2000)The Transfer of Scientific Principles Using Concrete and Idealized Simulations (2004)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)Qualitative Analysis for Social Scientists (1987)Expansive Learning at Work: Toward an activity theoretical reconceptualization (2001)Reflective Discourse and Collective Reflection (1997)Teaching and Learning About Whole Numbers in Primary School (2016)Situated Cognition (2021)Linking Theory and Practice: Changing the Pedagogy of Teacher Education (1999)Orchestrating Productive Mathematical Discussions: Five Practices for Helping Teachers Move Beyond Show and Tell (2008)Cognition, Construction of Knowledge, and Teaching (1998)Teaching Mathematics in Seven Countries: Results From the TIMSS 1999 Video Study (2003)Ontological Innovation and the Role of Theory in Design Experiments (2004)
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References

  • 1978Mind in Society: The Development of Higher Psychological Processes53,480 cited
  • 2002Revisiting Mathematics Education1,405 cited
  • 1972Mathematics as an Educational Task1,361 cited
  • 2002Didactical Phenomenology of Mathematical Structures1,043 cited
  • 1999Context Problems in Realistic Mathematics Education: A Calculus Course as an Example539 cited
  • 1986Three Dimensions: A Model of Goal and Theory Description in Mathematics Instruction ― The Wiskobas Project525 cited
  • 1994Educational Development and Developmental Research in Mathematics Education305 cited
  • 1991Fractions in Realistic Mathematics Education: A Paradigm of Developmental Research280 cited
  • 1997Mediating between concrete and abstract61 cited

Cited by

  • 2017How Does Realistic Mathematics Education (RME) Improve Students’ Mathematics Cognitive Achievement?447 cited

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