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Making sense of the minus sign or becoming flexible in ‘negativity’
14 references·3 citing·34 second hop
Making sense of the minus sign or becoming flexible in ‘negativity’ (2004)Making sense of the minus sign or becomin…Making Sense of Word Problems (2015)Making Sense of Word ProblemsIntentional Conceptual Change (2015)Intentional Conceptual ChangeSymbolizing and Communicating in Mathematics Classrooms (2012)Symbolizing and Communicating…Reconsidering conceptual change: Issues in theory and practice (2003)Reconsidering conceptual chan…Intentional Conceptual Change (2003)Intentional Conceptual ChangeExploring the Relationships Between Conceptual Change and Intentional Learning (2003)Exploring the Relationships B…The balance model: Hindrance or support for the solving of linear equations with one unknown (2002)The balance model: Hindrance …Symbolizing, Modeling and Tool Use in Mathematics Education (2002)Symbolizing, Modeling and Too…Reconsidering Conceptual Change: Issues in Theory and Practice (2002)Reconsidering Conceptual Chan…Symbolizing and communicating in mathematics classrooms: perspectives on discourse, tools, and instructional design (2000)Symbolizing and communicating…New Perspectives on Conceptual Change (1999)New Perspectives on Conceptua…On Two Metaphors for Learning and the Dangers of Choosing Just One (1998)On Two Metaphors for Learning…From conceptual development to science education: a psychological point of view (1998)From conceptual development t…Capturing and modeling the process of conceptual change (1994)Capturing and modeling the pr…Negative Integer Understanding: Characterizing First Graders' Mental Models (2014)Negative Integer Understandin…Diagnosing misconceptions: Revealing changing decimal fraction knowledge (2014)Diagnosing misconceptions: Re…Obstacles and Affordances for Integer Reasoning: An Analysis of Children's Thinking and the History of Mathematics (2013)Obstacles and Affordances for…The Structure of Scientific Revolutions (1963)The Structure of Scientific Revolutions. (1964)Categorization and Representation of Physics Problems by Experts and Novices* (1981)The changing meanings of force (2002)Assessing Knowledge Integration in Science: Construct, Measures, and Evidence (2008)Falsification and the Methodology of Scientific Research Programmes (1970)Falsification and the Methodology of Scientific Research Programmes (1976)Mental Models (1983)Constraint relaxation and chunk decomposition in insight problem solving. (1999)On the cognitive conflict as an instructional strategy for conceptual change: a critical appraisal (2001)Situated Cognition and the Culture of Learning (1989)Situated Learning (1991)Situated Learning: Legitimate Peripheral Participation. (1994)Aligning assessment with long‐term learning (2006)Perspectives into learning at the workplace (2008)Studies of expansive learning: Foundations, findings and future challenges (2010)Conceptual change: A powerful framework for improving science teaching and learning (2003)Where's the evidence that active learning works? (2006)Academic Emotions and Student Engagement (2012)Modeling Natural Variation Through Distribution (2004)Chapter 1: Redefining Disciplinary Learning in Classroom Contexts (2006)Cur r iculum Resear ch : Tow ar d a Fr amew or k for "Resear ch -based Cur r icula" (2007)Coherence versus fragmentation in the development of the concept of force (2004)Visualization: A Metacognitive Skill in Science and Science Education (2005)Synthesis of discipline-based education research in physics (2014)Extending the conceptual change approach to mathematics learning and teaching (2004)How ManyDecimalsAre There Between TwoFractions? Aspects of Secondary School Students’ Understanding of Rational Numbers and Their Notation (2010)Problem-based learning as a facilitator of conceptual change (2015)Framing Students’ Mathematics-Related Beliefs (2002)The CLIA-model: A framework for designing powerful learning environments for thinking and problem solving (2004)Real-world connections in secondary mathematics teaching (2007)Teaching–learning sequences: aims and tools for science education research (2004)When the Rules of Discourse Change, but Nobody Tells You: Making Sense of Mathematics Learning From a Commognitive Standpoint (2007)A disciplinary discourse perspective on university science learning: Achieving fluency in a critical constellation of modes (2008)
this work references cited by second hop

References

  • 1998On Two Metaphors for Learning and the Dangers of Choosing Just One3,824 cited
  • 1994Capturing and modeling the process of conceptual change1,421 cited
  • 2003Intentional Conceptual Change557 cited
  • 2015Making Sense of Word Problems547 cited
  • 1999New Perspectives on Conceptual Change400 cited
  • 2015Intentional Conceptual Change362 cited
  • 2002Reconsidering Conceptual Change: Issues in Theory and Practice322 cited
  • 2012Symbolizing and Communicating in Mathematics Classrooms263 cited
  • 1998From conceptual development to science education: a psychological point of view259 cited
  • 2003Reconsidering conceptual change: Issues in theory and practice237 cited
  • 2002Symbolizing, Modeling and Tool Use in Mathematics Education199 cited
  • 2003Exploring the Relationships Between Conceptual Change and Intentional Learning182 cited
  • 2000Symbolizing and communicating in mathematics classrooms: perspectives on discourse, tools, and instructional design175 cited
  • 2002The balance model: Hindrance or support for the solving of linear equations with one unknown143 cited

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  • 2014Negative Integer Understanding: Characterizing First Graders' Mental Models

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113 cited
  • 2014Diagnosing misconceptions: Revealing changing decimal fraction knowledge108 cited
  • 2013Obstacles and Affordances for Integer Reasoning: An Analysis of Children's Thinking and the History of Mathematics106 cited