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Epigenetic Foundations of Knowledge Structures: Initial and Transcendent Constructions
1 references·16 citing·49 second hop
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this work references cited by second hop

References

  • 1984Order and Equivalence of Rational Numbers: A Clinical Teaching Experiment259 cited

Cited by

  • 1992Mental models of the earth: A study of conceptual change in childhood1,722 cited
  • 1994Capturing and modeling the process of conceptual change1,510 cited
  • 1992Preverbal and verbal counting and computation1,415 cited
  • 2005Sex Differences in Intrinsic Aptitude for Mathematics and Science?: A Critical Review.807 cited
  • 2011An integrated theory of whole number and fractions development784 cited
  • 2005Teaching and Learning Fraction and Rational Numbers: The Origins and Implications of Whole Number Bias751 cited
  • 2002The cognitive basis of model-based reasoning in science324 cited
  • 2006The Cognitive Basis of Science207 cited
  • 1997Teaching for Understanding: A Study of Students' Preinstruction Theories of Matter and a Comparison of the Effectiveness of Two Approaches to Teaching About Matter and Density147 cited
  • 2001Facilitating conceptual change in astronomy: a comparison of the effectiveness of two instructional approaches107 cited
  • 2002What do children learn from testimony?89 cited
  • 1999Relations Between Classroom Practices and Student Learning in the Domain of Fractions88 cited
  • 1998Measurement Estimation: Learning to Map the Route From Number to Quantity and Back

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81 cited
  • 1997Strategy Choice in Sociocultural Context69 cited
  • 2004Everything Had a Name, and Each Name Gave Birth to a New Thought: Links between Early Word Learning and Conceptual Organization68 cited
  • 2014Examining cognitive development from a conceptual change point of view: The framework theory approach63 cited