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The prevalence of area-under-a-curve and anti-derivative conceptions over Riemann sum-based conceptions in students’ explanations of definite integrals
13 references·0 citing·35 second hop
The prevalence of area-under-a-curve and anti-derivative conceptions over Riemann sum-based conceptions in students’ explanations of definite integrals (2015)The prevalence of area-under-a-curve and …A framework for characterizing student understanding of Riemann sums and definite integrals (2014)A framework for characterizin…Understanding the integral: Students’ symbolic forms (2013)Understanding the integral: S…Secondary School Mathematics Teachers' Conceptions of Proof (2002)Secondary School Mathematics …Proceedings of the 26th Conference of the International Group for the Psychology of Mathematics Education (2002)Proceedings of the 26th Confe…Proceedings of the 25th Conference of the International Group for the Psychology of Mathematics Education (2001)Proceedings of the 25th Confe…How Students Understand Physics Equations (2001)How Students Understand Physi…Transfer of Learning from a Modern Multidisciplinary Perspective (2000)Transfer of Learning from a M…Student resources for learning introductory physics (2000)Student resources for learnin…Definitions and Images for the Definite Integral Concept (1997)Definitions and Images for th…Testing student interpretation of kinematics graphs (1994)Testing student interpretatio…Images of rate and operational understanding of the fundamental theorem of calculus (1994)Images of rate and operationa…Framing and interpretation (1994)Framing and interpretationToward an Epistemology of Physics (1993)Toward an Epistemology of Phy…Criticism and the Growth of Knowledge (1970)The Body in the Mind (1987)A Calculus Graphing Schema (2000)The Psychology Of Intelligence (2005)Foundational Reasoning Abilities that Promote Coherence in Students' Function Understanding (2008)In the Absence of Meaning… (2013)Misconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition (1994)Student expectations in introductory physics (1998)What changes in conceptual change? (1998)Elements of a cognitive model of physics problem solving: Epistemic games (2007)Studying teacher noticing: Examining the relationship among pre-service science teachers' ability to attend, analyze and respond to student thinking (2014)Synthesis of discipline-based education research in physics (2014)Categorization and Representation of Physics Problems by Experts and Novices* (1981)Handbook of research on mathematics teaching and learning (1992)Modelling Mathematical Reasoning in Physics Education (2011)Language of Physics, Language of Math: Disciplinary Culture and Dynamic Epistemology (2015)National Council of Teachers of Mathematics (1979)The making of a teacher: teacher knowledge and teacher education (1991)Teachers' Conceptions of Proof in the Context of Secondary School Mathematics (2002)Proof and Proving in School Mathematics (2007)Expert and Novice Approaches to Reading Mathematical Proofs (2012)Ethnographic Interview (2017)How Does Technology-Enabled Active Learning Affect Undergraduate Students' Understanding of Electromagnetism Concepts? (2005)A Review and Comparison of Diagnostic Instruments to Identify Students’ Misconceptions in Science (2015)Supporting teachers in the development of young children’s mathematical thinking: Three large scale cases (2005)Algebraic thinking from a cultural semiotic perspective (2010)Learning to prove in geometry: Learning from heuristic examples and how it can be supported (2007)Transitions and Proof and Proving at Tertiary Level (2012)Language and communication in mathematics education: an overview of research in the field (2014)Mental Models of the Day/Night Cycle (1994)The Knowledge‐Learning‐Instruction Framework: Bridging the Science‐Practice Chasm to Enhance Robust Student Learning (2012)Salvaging science literacy (2010)Addressing the epistemic elephant in the room: Epistemic agency and the next generation science standards (2018)Dialogue in Focus Groups: Exploring Socially Shared Knowledge (2007)Framing for scientific argumentation (2011)
this work references cited by second hop

References

  • 1993Toward an Epistemology of Physics1,358 cited
  • 2000Transfer of Learning from a Modern Multidisciplinary Perspective905 cited
  • 2000Student resources for learning introductory physics637 cited
  • 1994Testing student interpretation of kinematics graphs625 cited
  • 2001How Students Understand Physics Equations456 cited
  • 1994Images of rate and operational understanding of the fundamental theorem of calculus366 cited
  • 2002Secondary School Mathematics Teachers' Conceptions of Proof350 cited
  • 2002Proceedings of the 26th Conference of the International Group for the Psychology of Mathematics Education238 cited
  • 1994Framing and interpretation182 cited
  • 2001Proceedings of the 25th Conference of the International Group for the Psychology of Mathematics Education133 cited
  • 2013Understanding the integral: Students’ symbolic forms129 cited
  • 1997Definitions and Images for the Definite Integral Concept96 cited
  • 2014A framework for characterizing student understanding of Riemann sums and definite integrals95 cited

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