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On the Construction of Learning Trajectories of Children: The Case of Commensurate Fractions
5 references·16 citing·44 second hop
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Criticism and the growth of knowledge. Cambridge: Cambridge University Press, 1970. 282 pp. np. 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this work references cited by second hop

References

  • 1995Reconstructing Mathematics Pedagogy from a Constructivist Perspective1,515 cited
  • 2001A new hypothesis concerning children’s fractional knowledge198 cited
  • 1999An Integrated Study of Children's Construction of Improper Fractions and the Teacher's Role in Promoting That Learning177 cited
  • 1995Toward a Working Model of Constructivist Teaching: A Reaction to Simon127 cited
  • 2012From Universing to Conversing: An Ecological Constructionist Approach to Learning and Multiple Description28 cited

Cited by

  • 2009Students’ whole number multiplicative concepts: A critical constructive resource for fraction composition schemes113 cited
  • 2008Mathematical Knowledge for Teaching Fraction Multiplication107 cited
  • 2013Obstacles and Affordances for Integer Reasoning: An Analysis of Children's Thinking and the History of Mathematics106 cited
  • 2013The fractional knowledge and algebraic reasoning of students with the first multiplicative concept91 cited
  • 2003Fractional commensurate, composition, and adding schemes82 cited
  • 2017A hypothetical learning trajectory for conceptualizing matrices as linear transformations81 cited
  • 2011Conceptualizations and Issues related to Learning Progressions, Learning Trajectories, and Levels of Sophistication75 cited
  • 2016An Exponential Growth Learning Trajectory: Students’ Emerging Understanding of Exponential Growth Through Covariation

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73 cited
  • 2018Enhancing Noticing: Using a Hypothetical Learning Trajectory to Improve Pre-service Primary Teachers’ Professional Discourse73 cited
  • 2019A Learning Trajectory as a Scaffold for Pre-service Teachers’ Noticing of Students’ Mathematical Understanding72 cited
  • 2009A quantitative analysis of children's splitting operations and fraction schemes66 cited
  • 2012The Splitting Group63 cited
  • 2012Measuring Mathematical Knowledge for Teaching Fractions With Drawn Quantities56 cited
  • 2010Students’ partitive reasoning47 cited
  • 2018Towards an integrated theory of mathematics conceptual learning and instructional design: The Learning Through Activity theoretical framework47 cited
  • 2008Teaching and Learning Fraction Addition on Number Lines45 cited