Citations (12)
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Mark Hogue & Dominic Scarcelli. (2022) Nonequivalent definitions and student conceptions of tangent lines in calculus. International Journal of Mathematical Education in Science and Technology 53:9, pages 2391-2421.
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Erdem Çekmez. (2020) Establishing the link between the graph of a parametric curve and the derivatives of its component functions. International Journal of Mathematical Education in Science and Technology 51:1, pages 115-130.
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Nava Gilboa, Ivy Kidron & Tommy Dreyfus. (2019) Constructing a mathematical definition: the case of the tangent. International Journal of Mathematical Education in Science and Technology 50:3, pages 421-446.
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Nicole Engelke Infante, Kristen Murphy, Celeste Glenn & Vicki Sealey. (2018) How concept images affect students’ interpretations of Newton's method. International Journal of Mathematical Education in Science and Technology 49:5, pages 643-659.
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Erdem Çekmez & Adnan Baki. (2016) Examining Students’ Generalizations of the Tangent Concept: A Theoretical Perspective. PRIMUS 26:5, pages 466-484.
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Articles from other publishers (7)
John Mason. 2023. Mathematicians' Reflections on Teaching. Mathematicians' Reflections on Teaching
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Evgenios Avgerinos & Dimitra Remoundou. (2021) The Language of “Rate of Change” in Mathematics. European Journal of Investigation in Health, Psychology and Education 11:4, pages 1599-1609.
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A D Mufidah, D Suryadi & R Rosjanuardi. (2019) Teacher images on the derivatives concept. Journal of Physics: Conference Series 1157, pages 042119.
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Elizabeth Montoya Delgadillo, Rosa Páez Murillo, Fabrice Vandebrouck & Laurent Vivier. (2018) Deconstruction with Localization Perspective in the Learning of Analysis. International Journal of Research in Undergraduate Mathematics Education 4:1, pages 139-160.
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Deniz Kaya, Gökçe Ok & Cenk Keşan. (2017) Visualizing the Concept Images of Students on Numbers with Combined SOM-Ward Clustering Analysis. EURASIA Journal of Mathematics, Science and Technology Education 13:11.
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Reem Jaafar & Yan Lin. (2017) Assessment for Learning in the Calculus Classroom: A Proactive Approach to Engage Students in Active Learning. International Electronic Journal of Mathematics Education 12:3, pages 503-520.
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Elizabeth Montoya Delgadillo & Laurent Vivier. (2016) Mathematical working space and paradigms as an analysis tool for the teaching and learning of analysis. ZDM 48:6, pages 739-754.
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