Knowledge shifts and knowledge agents in the classroom
Tóm tắt
Từ khóa
Tài liệu tham khảo
Artigue, 1992, Cognitive difficulties and teaching practices, 109
Cobb, P., with Stephan, M., & Bowers, J. (2011). Introduction to part IV. In E. Yackel, K. Gravemeijer, & A. Sfard (Eds.), A journey in mathematics education research – Insights from the work of Paul Cobb (pp. 109–116). New York: Springer.
1995
Cobb, 2001, Participating in classroom mathematical practices, Journal of the Learning Sciences, 10, 113, 10.1207/S15327809JLS10-1-2_6
Cole, 2012, Adapting a methodology from mathematics education research to chemistry education research: Documenting collective activity, International Journal of Science and Mathematics Education, 10, 193, 10.1007/s10763-011-9284-1
Dreyfus, 2004, Ben's consolidation of knowledge structures about infinite sets, Journal of Mathematical Behavior, 23, 271, 10.1016/j.jmathb.2004.06.002
Dreyfus, 2001, Abstraction in context II: The case of peer interaction, Cognitive Science Quarterly, 1, 307
Dreyfus, 2014, The nested epistemic actions model for abstraction in context – Theory as methodological tool and methodological tool as theory
Freudenthal, 1991
Hershkowitz, 1996, Shape and space, 161
Hershkowitz, 2001, Abstraction in context: Epistemic actions, Journal for Research in Mathematics Education, 32, 195, 10.2307/749673
Hershkowitz, 2007, Processes of abstraction, from the diversity of individuals’ constructing of knowledge to a group's shared knowledge, Mathematics Education Research Journal, 19, 41, 10.1007/BF03217455
Prediger, 2008, Networking strategies and methods for connecting theoretical approaches: First steps towards a conceptual framework, ZDM – International Journal for Mathematics Education, 40, 165, 10.1007/s11858-008-0086-z
Rasmussen, 2001, New directions in differential equations: A framework for interpreting students’ understandings and difficulties, Journal of Mathematical Behavior, 20, 55, 10.1016/S0732-3123(01)00062-1
Rasmussen, 2007, Reinventing solutions to systems of linear differential equations: A case of emergent models involving analytic expressions, Journal of Mathematical Behavior, 26, 195, 10.1016/j.jmathb.2007.09.004
Rasmussen, 2007, An inquiry oriented approach to undergraduate mathematics, Journal of Mathematical Behavior, 26, 189, 10.1016/j.jmathb.2007.10.001
Rasmussen, 2008, A methodology for documenting collective activity, 195
Rasmussen, 2004, Classroom mathematical practices and gesturing, Journal of Mathematical Behavior, 23, 301, 10.1016/j.jmathb.2004.06.003
Rasmussen, 2005, Advancing mathematical activity: A view of advanced mathematical thinking, Mathematical Thinking and Learning, 7, 51, 10.1207/s15327833mtl0701_4
Saxe, 2009, A methodological framework and empirical techniques for studying the travel of ideas in classroom communities, 203
Schwarz, 2009, The nested epistemic actions model for abstraction in context, 11
Stephan, 2012, A proposed instructional theory for integer addition and subtraction, Journal for Research in Mathematics Education, 43, 428, 10.5951/jresematheduc.43.4.0428
Stephan, 2002, Classroom mathematical practices in differential equations, Journal of Mathematical Behavior, 21, 459, 10.1016/S0732-3123(02)00145-1
2003, Vol. 12
Toulmin, 1969
Treffers, 1985, Rational analysis of realistic mathematics education – The Wiskobas program, 97
Voight, 1995, Thematic patterns of interaction and sociomathematics norms, 163
Whitacre, 2012