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An Abstract Algebra Story
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An Abstract Algebra Story (1995)An Abstract Algebra StoryOn learning fundamental concepts of group theory (1994)On learning fundamental conce…Lectures in Advanced Mathematics: Why Students Might Not Understand What the Mathematics Professor Is Trying to Convey (2016)Lectures in Advanced Mathemat…A case study of one instructor’s lecture-based teaching of proof in abstract algebra: making sense of her pedagogical moves (2012)A case study of one instructo…Investigating quality of undergraduate mathematics lectures (2007)Investigating quality of unde…Learning binary operations, groups, and subgroups (1997)Learning binary operations, g…Development of students' understanding of cosets, normality, and quotient groups (1997)Development of students' unde…Learning group isomorphism: A crossroads of many concepts (1995)Learning group isomorphism: A…The Process of Education (1960)The Constant Comparative Method of Qualitative Analysis (1965)Handbook of research on teaching (1986)Divisibility and Multiplicative Structure of Natural Numbers: Preservice Teachers' Understanding (1996)Education reform and subject matter knowledge (1998)How structure sense for algebraic expressions or equations is related to structure sense for abstract algebra (2008)Development of the process conception of function (1992)The Gains and the Pitfalls of Reification — The Case of Algebra (1994)The gains and the pitfalls of reification — The case of algebra (1994)Surprises from Mathematics Education Research: Student (Mis)use of Mathematical Definitions (2004)Functions, Graphs, and Graphing: Tasks, Learning, and Teaching (1990)Advanced Mathematical Thinking, edited by David Tall. Pp 289. £56. 1991. ISBN 0-7923-1456-5 (Kluwer Academic Publishers) (1995)Instructional Tasks and the Development of Student Capacity to Think and Reason: An Analysis of the Relationship between Teaching and Learning in a Reform Mathematics Project (1996)Talking about Leaving: Why Undergraduates Leave the Sciences (1997)Explanation, motivation and question posing routines in university mathematics teachers' pedagogical discourse: a commognitive analysis (2015)Students’ epistemological frames and their interpretation of lectures in advanced mathematics (2017)Teaching For Quality Learning At University (1999)Teaching for quality learning at university (2008)Adding It Up: Helping Children Learn Mathematics (2013)Success and Understanding (1979)A framework for research and curriculum development in undergraduate mathematics education (1996)Student learning of basis, span and linear independence in linear algebra (2010)Eigenvalues and eigenvectors: embodied, symbolic and formal thinking (2011)Some pedagogical aspects of proof (1990)Alternative Arguments for Generalizing From Data as Applied to Qualitative Research (1993)Validations of Proofs Considered as Texts: Can Undergraduates Tell Whether an Argument Proves a Theorem? (2003)
this work references cited by second hop

References

  • 1994On learning fundamental concepts of group theory172 cited

Cited by

  • 2016Lectures in Advanced Mathematics: Why Students Might Not Understand What the Mathematics Professor Is Trying to Convey93 cited
  • 1997Development of students' understanding of cosets, normality, and quotient groups75 cited
  • 2012A case study of one instructor’s lecture-based teaching of proof in abstract algebra: making sense of her pedagogical moves65 cited
  • 1997Learning binary operations, groups, and subgroups58 cited
  • 1995Learning group isomorphism: A crossroads of many concepts53 cited
  • 2007Investigating quality of undergraduate mathematics lectures51 cited

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