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What Kinds of Numbers Do Students Assign to Literal Symbols? Aspects of the Transition from Arithmetic to Algebra
16 references·0 citing·36 second hop
What Kinds of Numbers Do Students Assign to Literal Symbols? Aspects of the Transition from Arithmetic to Algebra (2012)What Kinds of Numbers Do Students Assign …Knowledge in pieces (2017)Knowledge in piecesInternational 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…The Learning and Teaching of School Algebra (2006)The Learning and Teaching of …How students learn: history, mathematics, and science in the classroom (2005)How students learn: history, …Learning and Instruction (2003)Learning and InstructionIntentional Conceptual Change (2003)Intentional Conceptual ChangeCognitively Guided Instruction: A Knowledge Base for Reform in Primary Mathematics Instruction (1996)Cognitively Guided Instructio…The development of multiplicative reasoning in the learning of mathematics (1995)The development of multiplica…The Gains and the Pitfalls of Reification — The Case of Algebra (1994)The Gains and the Pitfalls of…Toward an Epistemology of Physics (1993)Toward an Epistemology of Phy…Toward an epistemology of physics (1993)Toward an epistemology of phy…Handbook of research on mathematics teaching and learning (1992)Handbook of research on mathe…Functions, Graphs, and Graphing: Tasks, Learning, and Teaching (1990)Functions, Graphs, and Graphi…Advanced Mathematical Thinking (1990)Advanced Mathematical ThinkingConstructivism in the computer age (1989)Constructivism in the compute…Mathematics as an Educational Task (1972)How Students Understand Physics Equations (2001)Characterizing a Classroom Practice that Promotes Algebraic Reasoning. (2005)Does Understanding the Equal Sign Matter? Evidence from Solving Equations (2006)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)Those Who Understand: Knowledge Growth in Teaching (1986)Those Who Understand: Knowledge Growth in Teaching (1986)Knowledge and Teaching:Foundations of the New Reform (1987)Exploring visuospatial thinking in chemistry learning (2004)Metarepresentation: Native Competence and Targets for Instruction (2004)Students’ conceptions and the learning of science (1989)Teachers: Beliefs and knowledge. (1996)Coherence versus fragmentation in the development of the concept of force (2004)How Expert Designers Design (2008)Misconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition (1994)What Do New Views of Knowledge and Thinking Have to Say About Research on Teacher Learning? (2000)Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress (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)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)Conceptualization, Measurement, and Improvement of Classroom Processes: Standardized Observation Can Leverage Capacity (2009)Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century (2012)Implications for educational practice of the science of learning and development (2019)
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References

  • 1992Handbook of research on mathematics teaching and learning6,121 cited
  • 2007Second Handbook of Research on Mathematics Teaching and Learning.3,091 cited
  • 1993Toward an Epistemology of Physics1,358 cited
  • 1993Toward an epistemology of physics1,264 cited
  • 2009International Handbook of Research on Conceptual Change1,240 cited
  • 1990Functions, Graphs, and Graphing: Tasks, Learning, and Teaching1,040 cited
  • 2005How students learn: history, mathematics, and science in the classroom889 cited
  • 1995The development of multiplicative reasoning in the learning of mathematics686 cited
  • 2006The Learning and Teaching of School Algebra599 cited
  • 2017Knowledge in pieces572 cited
  • 2003Intentional Conceptual Change557 cited
  • 1996Cognitively Guided Instruction: A Knowledge Base for Reform in Primary Mathematics Instruction541 cited
  • 1989Constructivism in the computer age516 cited
  • 2003Learning and Instruction454 cited
  • 1990Advanced Mathematical Thinking439 cited
  • 1994The Gains and the Pitfalls of Reification — The Case of Algebra

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