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The relevance of didactic categories for analysing obstacles in conceptual change: Revisiting the case of multiplication of fractions
16 references·4 citing·37 second hop
The relevance of didactic categories for analysing obstacles in conceptual change: Revisiting the case of multiplication of fractions (2006)The relevance of didactic categories for …Understanding Mathematics (2008)Understanding MathematicsUnderstanding the structure of the set of rational numbers: a conceptual change approach (2004)Understanding the structure o…The development of students’ understanding of the numerical value of fractions (2004)The development of students’ …Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education (2004)Proceedings of the 28th Confe…Extending the conceptual change approach to mathematics learning and teaching (2004)Extending the conceptual chan…Reconsidering conceptual change: Issues in theory and practice (2003)Reconsidering conceptual chan…Reconsidering Conceptual Change: Issues in Theory and Practice (2002)Reconsidering Conceptual Chan…Issues in Mathematics Teaching (2002)Issues in Mathematics TeachingNew Perspectives on Conceptual Change (1999)New Perspectives on Conceptua…Conceptual Change Approaches in Science Education (1999)Conceptual Change Approaches …Mathematics Education as a Research Domain: A Search for Identity (1998)Mathematics Education as a Re…Qualitative Forschung : Theorie, Methoden, Anwendung in Psychologie und Sozialwissenschaften (1996)Qualitative Forschung : Theor…Understanding mathematics 5 (National curriculum edition), by Chris Cox and David Bell. Pp 328. £7-99. 1993. ISBN 0-7195-5032-7 (John Murray) - Teachers’ resource book Pp 140. £27-50. 1993. ISBN 0-7195-5033-5 (John Murray) (1995)Understanding mathematics 5 (…The development of multiplicative reasoning in the learning of mathematics (1995)The development of multiplica…Accommodation of a scientific conception: Toward a theory of conceptual change (1982)Accommodation of a scientific…Concept image and concept definition in mathematics with particular reference to limits and continuity (1981)Concept image and concept def…“Grundvorstellungen” as a Category of Subject-Matter Didactics (2016)“Grundvorstellungen” as a Cat…Fostering German-language learners’ constructions of meanings for fractions—design and effects of a language- and mathematics-integrated intervention (2013)Fostering German-language lea…The nature of prospective mathematics teachers’ pedagogical content knowledge: the case of multiplication of fractions (2010)The nature of prospective mat…How to develop mathematics-for-teaching and for understanding: the case of meanings of the equal sign (2009)How to develop mathematics-fo…The Silent Language (1959)Mathematics Teacher Research: Process, Practice and the Development of Teaching (1998)Beyond Mere Knowledge of Mathematics: The Importance of Knowing-to Act in the Moment (1999)Key Developmental Understandings in Mathematics: A Direction for Investigating and Establishing Learning Goals (2006)National Council of Teachers of Mathematics (1979)Handbook of research on mathematics teaching and learning (1992)Handbook of educational psychology (1997)Drawing on a Theoretical Model to Study Students’ Understandings of Fractions (2006)How ManyDecimalsAre There Between TwoFractions? Aspects of Secondary School Students’ Understanding of Rational Numbers and Their Notation (2010)Conceptual Change from the Framework Theory Side of the Fence (2013)THE STRUCTURE OF SCIENTIFIC REVOLUTIONS (1963)The Structure of Scientific Revolutions (1963)Falsification and the Methodology of Scientific Research Programmes (1970)Constructing Scientific Knowledge in the Classroom (1994)In search of the essence of a good teacher: towards a more holistic approach in teacher education (2004)Teacher pedagogical beliefs: The final frontier in our quest for technology integration? (2005)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)Das theoriegenerierende Experteninterview (2002)Pesquisa qualitativa versus pesquisa quantitativa: esta é a questão? (2006)Das Experteninterview — konzeptionelle Grundlagen und methodische Anlage (2009)Developing Children's Understanding of the Rational Numbers: A New Model and an Experimental Curriculum (1999)Applying Covariational Reasoning While Modeling Dynamic Events: A Framework and a Study (2002)Participating in Classroom Mathematical Practices (2010)Images and Definitions for the Concept of Function (1989)Making the transition to formal proof (1994)APOS: A Constructivist Theory of Learning in Undergraduate Mathematics Education Research (2005)Socio-political Perspectives on Mathematics Education (2006)Exemplifying definitions: a case of a square (2008)Re-sourcing teachers’ work and interactions: a collective perspective on resources, their use and transformation (2013)The role of lesson analysis in pre-service teacher education: an empirical investigation of teacher learning from a virtual video-based field experience (2007)The Teacher’s Role in Classroom Discourse: A Review of Recent Research Into Mathematics Classrooms (2008)Video Annotation Tools (2008)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

  • 1982Accommodation of a scientific conception: Toward a theory of conceptual change5,116 cited
  • 1981Concept image and concept definition in mathematics with particular reference to limits and continuity1,880 cited
  • 2004Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education905 cited
  • 1995The development of multiplicative reasoning in the learning of mathematics686 cited
  • 1999New Perspectives on Conceptual Change400 cited
  • 2004The development of students’ understanding of the numerical value of fractions376 cited
  • 1996Qualitative Forschung : Theorie, Methoden, Anwendung in Psychologie und Sozialwissenschaften357 cited
  • 2002Reconsidering Conceptual Change: Issues in Theory and Practice322 cited
  • 2008Understanding Mathematics281 cited
  • 1998Mathematics Education as a Research Domain: A Search for Identity271 cited
  • 2004Understanding the structure of the set of rational numbers: a conceptual change approach267 cited
  • 2003Reconsidering conceptual change: Issues in theory and practice237 cited
  • 2004Extending the conceptual change approach to mathematics learning and teaching215 cited
  • 2002Issues in Mathematics Teaching184 cited
  • 1999

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Conceptual Change Approaches in Science Education
157 cited
  • 1995Understanding mathematics 5 (National curriculum edition), by Chris Cox and David Bell. Pp 328. £7-99. 1993. ISBN 0-7195-5032-7 (John Murray) - Teachers’ resource book Pp 140. £27-50. 1993. ISBN 0-7195-5033-5 (John Murray)157 cited
  • Cited by

    • 2009How to develop mathematics-for-teaching and for understanding: the case of meanings of the equal sign95 cited
    • 2013Fostering German-language learners’ constructions of meanings for fractions—design and effects of a language- and mathematics-integrated intervention91 cited
    • 2010The nature of prospective mathematics teachers’ pedagogical content knowledge: the case of multiplication of fractions69 cited
    • 2016“Grundvorstellungen” as a Category of Subject-Matter Didactics68 cited