SZodixStudyAcademic Library
ShelvesOpen access
Study · an open academic library·Metadata from OpenAlex (CC0)·Shelves·OpenAlex metadata, de-duplicated
Preamble: From Models to Modeling
16 references·0 citing·37 second hop
Preamble: From Models to Modeling (2002)Preamble: From Models to ModelingThe Mastery of Reason (2025)The Mastery of ReasonAdvances in Instructional Psychology (2019)Advances in Instructional Psy…Making Sense of Word Problems (2015)Making Sense of Word ProblemsSymbolizing, Modeling, and Instructional Design (2012)Symbolizing, Modeling, and In…Complex calculators in the classroom: theoretical and practical reflections on teaching pre-calculus (1999)Complex calculators in the cl…Inscriptions: Toward a Theory of Representing as Social Practice (1998)Inscriptions: Toward a Theory…The Microevolution of Mathematical Representations in Children's Activity (1995)The Microevolution of Mathema…Les hommes et les technologies; approche cognitive des instruments contemporains (1995)Les hommes et les technologie…A Constructivist Alternative to the Representational View of Mind in Mathematics Education (1992)A Constructivist Alternative …Concepts fondamentaux de la didactique : perspectives apportées par une approche anthropologique (1991)Concepts fondamentaux de la d…Le contrat didactique : le milieu (1990)Le contrat didactique : le mi…Cognitive Science and Mathematics Education (1987)Cognitive Science and Mathema…Didactical Phenomenology of Mathematical Structures (1985)Didactical Phenomenology of M…The Dialogic Imagination: Four Essays (1982)The Dialogic Imagination: Fou…The Dialogic Imagination: Four Essays (1981)The Dialogic Imagination: Fou…Symbol formation: An organismic-developmental approach to language and the expression of thought. By Heinz Werner and Bernard Kaplan, Pp. xiii, 530. New York, London, Sydney: John Wiley & Sons, Inc., 1963. (1964)Symbol formation: An organism…Les techniques du corps (2002)Managing the Complexity of Human/Machine Interactions in Computerized Learning Environments: Guiding Students’ Command Process through Instrumental Orchestrations (2004)La didactique professionnelle (2006)Towards new documentation systems for mathematics teachers? (2008)Truth and Method (1960)Reason, Truth and History (1981)Actual Minds, Possible Worlds. (1986)Instructional Tasks, Classroom Discourse, and Students' Learning in Second-Grade Arithmetic (1993)Cognitively Guided Instruction: A Knowledge Base for Reform in Primary Mathematics Instruction (1996)Explicating the Role of Mathematical Tasks in Conceptual Learning: An Elaboration of the Hypothetical Learning Trajectory (2004)Institutional Ecology, `Translations' and Boundary Objects: Amateurs and Professionals in Berkeley's Museum of Vertebrate Zoology, 1907-39 (1989)Situated Cognition and the Culture of Learning (1989)Situated Cognition and the Culture of Learning (1989)Participating in Classroom Mathematical Practices (2001)Relating Narrative, Inquiry, and Inscriptions: Supporting Consequential Play (2006)From Everyday to Scientific Observation: How Children Learn to Observe the Biologist’s World (2009)Mathematics as an Educational Task (1972)Subject matter knowledge for teaching and the case of functions (1990)Assessing Scientific, Reading and Mathematical Literacy (2006)The Future of Embodied Design for Mathematics Teaching and Learning (2020)Twelve‐month‐olds point to share attention and interest (2004)Executive function: Reflection, iterative reprocessing, complexity, and the developing brain (2015)Future Directions in Childhood Adversity and Youth Psychopathology (2016)Expansive Learning at Work: Toward an activity theoretical reconceptualization (2001)Reconsidering research on teachers’ professional identity (2004)Translanguaging in the Bilingual Classroom: A Pedagogy for Learning and Teaching? (2010)Gender, Crime, and Desistance: Toward a Theory of Cognitive Transformation (2002)Publics and counterpublics (2003)Scaffolding students' knowledge integration: prompts for reflection in KIE (2000)The Suitability of Problem-based Learning for Engineering Education: Theory and practice (2000)How Students Understand Physics Equations (2001)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)Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings (1992)Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct (1992)Learning by Expanding (2014)
this work references cited by second hop

References

  • 1981The Dialogic Imagination: Four Essays9,726 cited
  • 1982The Dialogic Imagination: Four Essays7,540 cited
  • 2019Advances in Instructional Psychology2,532 cited
  • 1995Les hommes et les technologies; approche cognitive des instruments contemporains1,018 cited
  • 1987Cognitive Science and Mathematics Education959 cited
  • 1964Symbol formation: An organismic-developmental approach to language and the expression of thought. By Heinz Werner and Bernard Kaplan, Pp. xiii, 530. New York, London, Sydney: John Wiley & Sons, Inc., 1963.723 cited
  • 2015Making Sense of Word Problems547 cited
  • 1992A Constructivist Alternative to the Representational View of Mind in Mathematics Education545 cited
  • 1985Didactical Phenomenology of Mathematical Structures426 cited
  • 1998Inscriptions: Toward a Theory of Representing as Social Practice373 cited
  • 1991Concepts fondamentaux de la didactique : perspectives apportées par une approche anthropologique367 cited
  • 2025The Mastery of Reason313 cited
  • 1990Le contrat didactique : le milieu303 cited
  • 2012Symbolizing, Modeling, and Instructional Design156 cited
  • 1995The Microevolution of Mathematical Representations in Children's Activity

Only edges whose both ends are imported exist here. Widen the year window, or show the whole map. Back to the work

125 cited
  • 1999Complex calculators in the classroom: theoretical and practical reflections on teaching pre-calculus103 cited
  • Cited by

    No citing works inside the corpus for this window.