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Generating and using examples in the proving process
10 references·0 citing·37 second hop
Generating and using examples in the proving process (2012)Generating and using examples in the prov…Towards a theory of instruction (2018)Towards a theory of instructi…Facilitating the Transition from Empirical Arguments to Proof (2009)Facilitating the Transition f…Doctoral students’ use of examples in evaluating and proving conjectures (2008)Doctoral students’ use of exa…Mathematics as a constructive activity: Learners generating examples (2006)Mathematics as a constructive…Designing and Using Mathematical Tasks (2006)Designing and Using Mathemati…A Cognitive Analysis of Problems of Comprehension in a Learning of Mathematics (2006)A Cognitive Analysis of Probl…Mathematics as a Constructive Activity: Learners Generating Examples (2005)Mathematics as a Constructive…Semantic and Syntactic Proof Productions (2004)Semantic and Syntactic Proof …Facilitating Learning Events Through Example Generation (1997)Facilitating Learning Events …Toward a Theory of Instruction (1966)Toward a Theory of InstructionNational Council of Teachers of Mathematics (1979)Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings (1992)Handbook of research on mathematics teaching and learning (1992)Proof constructions and evaluations (2009)Mathematics as Gatekeeper: Power and Privilege in the Production of Knowledge (2010)Self-Explanation Training Improves Proof Comprehension (2013)An Introduction to Radical Constructivism (1981)Concept image and concept definition in mathematics with particular reference to limits and continuity (1981)Functions, Graphs, and Graphing: Tasks, Learning, and Teaching (1990)Student‐generated examples in the learning of mathematics (2002)Transitions and Proof and Proving at Tertiary Level (2012)Kritik der reinen Vernunft (1911)Cours de linguistique générale (1916)Kritik der reinen Vernunft (1998)A disciplinary discourse perspective on university science learning: Achieving fluency in a critical constellation of modes (2008)Gestures as semiotic resources in the mathematics classroom (2008)How ManyDecimalsAre There Between TwoFractions? Aspects of Secondary School Students’ Understanding of Rational Numbers and Their Notation (2010)Case Study Research: Design and Methods (1984)Case Study Research: Design and Methods (1991)Science and Hypothesis (2024)Human Problem Solving (1972)Relational Understanding and Instrumental Understanding (1978)Traditional instruction in advanced mathematics courses: a case study of one professor’s lectures and proofs in an introductory real analysis course (2004)How Mathematicians Determine if an Argument Is a Valid Proof (2008)Expert and Novice Approaches to Reading Mathematical Proofs (2012)Seeing an Exercise as a Single Mathematical Object: Using Variation to Structure Sense-Making (2006)A Comparative Analysis of the Addition and Subtraction of Fractions in Textbooks from Three Countries (2010)Toward a Theory of Intrinsically Motivating Instruction* (1981)Accommodation of a scientific conception: Toward a theory of conceptual change (1982)DeFT: A conceptual framework for considering learning with multiple representations (2006)Conceptions of teaching held by academic teachers (1992)Teaching and Learning in their Disciplinary Contexts: A conceptual analysis (2002)Exemplifying definitions: a case of a square (2008)Appreciating mathematical structure for all (2009)Taken-as-shared: a review of common assumptions about mathematical tasks in teacher education (2007)Shedding light on and with example spaces (2008)Theory and Research on Tasks Revisited: Task as a Context for Students’ Thinking in the Era of Ambitious Reforms in Mathematics and Science (2020)
this work references cited by second hop

References

  • 1966Toward a Theory of Instruction4,504 cited
  • 2006A Cognitive Analysis of Problems of Comprehension in a Learning of Mathematics1,337 cited
  • 2018Towards a theory of instruction664 cited
  • 2005Mathematics as a Constructive Activity: Learners Generating Examples270 cited
  • 2004Semantic and Syntactic Proof Productions268 cited
  • 2006Mathematics as a constructive activity: Learners generating examples223 cited
  • 2009Facilitating the Transition from Empirical Arguments to Proof197 cited
  • 2006Designing and Using Mathematical Tasks144 cited
  • 1997Facilitating Learning Events Through Example Generation109 cited
  • 2008Doctoral students’ use of examples in evaluating and proving conjectures91 cited

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