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Children’s Use of Variables and Variable Notation to Represent Their Algebraic Ideas
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Children’s Use of Variables and Variable Notation to Represent Their Algebraic Ideas (2015)Children’s Use of Variables and Variable …The interpretation of cultures : selected essays / by Clifford Geertz (2018)The interpretation of culture…International Handbook of Research on Conceptual Change (2009)International Handbook of Res…Second Handbook of Research on Mathematics Teaching and Learning. (2007)Second Handbook of Research o…Thinking Mathematically: Integrating Arithmetic & Algebra in Elementary School (2003)Thinking Mathematically: Inte…Design Experiments in Educational Research (2003)Design Experiments in Educati…Radical Constructivism in Mathematics Education (2002)Radical Constructivism in Mat…Quantifying Qualitative Analyses of Verbal Data: A Practical Guide (1997)Quantifying Qualitative Analy…Toward an Epistemology of Physics (1993)Toward an Epistemology of Phy…Toward an epistemology of physics (1993)Toward an epistemology of phy…Toward a Design Science of Education (1992)Toward a Design Science of Ed…Development of the process conception of function (1992)Development of the process co…Advanced Mathematical Thinking (1990)Advanced Mathematical ThinkingNational Council of Teachers of Mathematics (1979)National Council of Teachers …Mind in Society: The Development of Higher Psychological Processes (1978)Mind in Society: The Developm…The Discovery of Grounded Theory: Strategies for Qualitative Research. (1968)The Discovery of Grounded The…The Discovery of Grounded Theory; Strategies for Qualitative Research (1968)The Discovery of Grounded The…Human Problem Solving (1972)Telling more than we can know: Verbal reports on mental processes. (1977)Basic Content Analysis (1990)Commonsense Conceptions of Emergent Processes: Why Some Misconceptions Are Robust (2005)Mathematics teachers’ “learning to notice” in the context of a video club (2007)Conducting Video Research in the Learning Sciences: Guidance on Selection, Analysis, Technology, and Ethics (2010)Categorization and Representation of Physics Problems by Experts and Novices* (1981)Mental Models (1983)The Body in the Mind (1987)From things to processes: A theory of conceptual change for learning science concepts (1994)Multimedia and understanding: Expert and novice responses to different representations of chemical phenomena (1997)The Knowledge‐Learning‐Instruction Framework: Bridging the Science‐Practice Chasm to Enhance Robust Student Learning (2012)Theory Building From Cases: Opportunities And Challenges (2007)Purposeful Sampling for Qualitative Data Collection and Analysis in Mixed Method Implementation Research (2013)Sample Size in Qualitative Interview Studies (2015)The Discovery of Grounded Theory (2017)Professional Development and Teacher Learning: Mapping the Terrain (2004)What Happens When Teachers Design Educational Technology? The Development of Technological Pedagogical Content Knowledge (2005)Design-Based Research (2012)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)How Many Interviews Are Enough? (2005)Seeking Qualitative Rigor in Inductive Research (2012)What Do New Views of Knowledge and Thinking Have to Say About Research on Teacher Learning? (2000)What Makes Professional Development Effective? Results From a National Sample of Teachers (2001)Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) (2007)Confusion can be beneficial for learning (2012)Synthesis of discipline-based education research in physics (2014)The Challenges of Defining and Measuring Student Engagement in Science (2015)Examining Key Concepts in Research on Teachers’ Use of Mathematics Curricula (2005)Mathematical Knowledge for Teaching and the Mathematical Quality of Instruction: An Exploratory Study (2008)Professional Noticing of Children's Mathematical Thinking (2010)Mental Models of the Day/Night Cycle (1994)What changes in conceptual change? (1998)
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References

  • 1978Mind in Society: The Development of Higher Psychological Processes53,480 cited
  • 1968The Discovery of Grounded Theory: Strategies for Qualitative Research.46,361 cited
  • 1968The Discovery of Grounded Theory; Strategies for Qualitative Research39,440 cited
  • 1979National Council of Teachers of Mathematics8,499 cited
  • 2003Design Experiments in Educational Research3,545 cited
  • 2007Second Handbook of Research on Mathematics Teaching and Learning.3,091 cited
  • 1997Quantifying Qualitative Analyses of Verbal Data: A Practical Guide1,765 cited
  • 1993Toward an Epistemology of Physics1,358 cited
  • 1993Toward an epistemology of physics1,264 cited
  • 2009International Handbook of Research on Conceptual Change1,240 cited
  • 1992Toward a Design Science of Education1,138 cited
  • 2002Radical Constructivism in Mathematics Education555 cited
  • 2018The interpretation of cultures : selected essays / by Clifford Geertz527 cited
  • 2003Thinking Mathematically: Integrating Arithmetic & Algebra in Elementary School467 cited
  • 1990Advanced Mathematical Thinking439 cited
  • 1992

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Development of the process conception of function
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