Citations (70)
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Ali Barahmand. (2022) Different intuitive rules in mathematical thinking. International Journal of Mathematical Education in Science and Technology 0:0, pages 1-18.
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Ian Thacker. (2020) An embodied design for grounding the mathematics of slope in middle school students' perceptions of steepness. Research in Mathematics Education 22:3, pages 304-328.
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Yael Tal & Ida Kukliansky. (2020) Reasoning Under Uncertainty: Maximum Likelihood Heuristic in a Problem With a Random Transfer. Journal of Statistics Education 28:2, pages 187-196.
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Ali Barahmand. (2019) Exploring main obstacles of inflexibility in mathematics teachers’ behaviour in accepting new ideas: the case of equivalence between infinite sets. International Journal of Mathematical Education in Science and Technology 50:2, pages 164-181.
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Judith Gal-Ezer & Mark Trakhtenbrot. (2016) Identification and addressing reduction-related misconceptions. Computer Science Education 26:2-3, pages 89-103.
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Rina Zazkis & Dov Zazkis. (2014) Script writing in the mathematics classroom: imaginary conversations on the structure of numbers. Research in Mathematics Education 16:1, pages 54-70.
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Guo‐Li Chiou & O.
Roger Anderson. (2010) A Multi‐dimensional Cognitive Analysis of Undergraduate Physics Students’ Understanding of Heat Conduction. International Journal of Science Education 32:16, pages 2113-2142.
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Constantia Hadjidemetriou & Julian Williams. (2010) The Linearity Prototype for Graphs: Cognitive and Sociocultural Perspectives. Mathematical Thinking and Learning 12:1, pages 68-85.
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Vesna Vlahović-Štetić, Nina Pavlin-Bernardić & Miroslav Rajter. (2010) Illusion of Linearity in Geometry: Effect in Multiple-Choice Problems. Mathematical Thinking and Learning 12:1, pages 54-67.
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Dor Abrahamson. (2009) Orchestrating Semiotic Leaps from Tacit to Cultural Quantitative Reasoning—The Case of Anticipating Experimental Outcomes of a Quasi-Binomial Random Generator. Cognition and Instruction 27:3, pages 175-224.
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Refik Dilber, Ibrahim Karaman & Bahattin Duzgun. (2009) High school students' understanding of projectile motion concepts. Educational Research and Evaluation 15:3, pages 203-222.
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Shyan‐Jer Lee. (2007) Exploring Students’ Understanding Concerning Batteries—Theories and Practices. International Journal of Science Education 29:4, pages 497-516.
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Murat Sağlam & Robin Millar. (2006) Upper High School Students’ Understanding of Electromagnetism. International Journal of Science Education 28:5, pages 543-566.
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Laurent Liégeois, G′erard Chasseigne, Sophie Papin & Etienne Mullet. (2003) Improving high school students' understanding of potential difference in simple electric circuits. International Journal of Science Education 25:9, pages 1129-1145.
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Pessia Tsamir. (2003) Using the intuitive rule more A-more B for predicting and analysing students' solutions in geometry. International Journal of Mathematical Education in Science and Technology 34:5, pages 639-650.
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Laurent Liégeois & Etienne Mullet. (2002) High school students' understanding of resistance in simple series electric circuits. International Journal of Science Education 24:6, pages 551-564.
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Dirk De Bock, Lieven Verschaffel & Dirk Janssens. (2002) The Effects of Different Problem Presentations and Formulations on the Illusion of Linearity in Secondary School Students. Mathematical Thinking and Learning 4:1, pages 65-89.
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Tony Orton & Tom Roper. (2000) Science and Mathematics: A Relationship in Need of Counselling?. Studies in Science Education 35:1, pages 123-153.
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Jose Ma Oliva. (1999) Structural patterns in students' conceptions in mechanics. International Journal of Science Education 21:9, pages 903-920.
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Dina Tirosh & Ruth Stavy. (1999) Intuitive Rules and Comparison Tasks. Mathematical Thinking and Learning 1:3, pages 179-194.
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Dina Tirosh, Ruth Stavy & Shmuel Cohen. (1998) Cognitive conflict and intuitive rules. International Journal of Science Education 20:10, pages 1257-1269.
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Dina Tirosh, Ruth Stavy & Mordechai Aboulafia. (1998) Is it possible to confine the application of the intuitive rule: ‘Subdivision processes can always be repeated'?. International Journal of Mathematical Education in Science and Technology 29:6, pages 813-825.
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Articles from other publishers (48)
Jessi Lajos. (2023) An updated conceptualization of the intuition construct for mathematics education research. The Journal of Mathematical Behavior 71, pages 101080.
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Mariana Levin & Janet Walkoe. (2022) Seeds of algebraic thinking: a Knowledge in Pieces perspective on the development of algebraic thinking. ZDM – Mathematics Education 54:6, pages 1303-1314.
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Betül BARUT. (2022) Tüm İlişkiler Doğrusal ya da Orantısal mıdır? Doğrusal Akıl Yürütmenin Aşırı Genellemesi: Doğrusallık Yanılgısı ile İlgili Bir Derleme Çalışması. Yuzunci Yil Universitesi Egitim Fakultesi Dergisi, pages 240-270.
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Terezinha Nunes & Peter Bryant. 2022. Quantitative Reasoning in Mathematics and Science Education. Quantitative Reasoning in Mathematics and Science Education
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Andrés Raviolo, Andrea S. Farré & Nayla Traiman Schroh. (2021) Students' understanding of molar concentration. Chemistry Education Research and Practice 22:2, pages 486-497.
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Joonhyeong Park & Jinwoong Song. (2018) How Is Intuitive Thinking Shared and Elaborated During Small-Group Problem-Solving Activities on Thermal Phenomena?. Research in Science Education 50:6, pages 2363-2390.
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Reuven Babai & Orly Lahav. (2020) Interference in geometry among people who are blind. Research in Developmental Disabilities 96, pages 103517.
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Alicia Ávila & Silvia García. (2019) Relaciones entre área y perímetro: de la intuición inicial a la deducción operatoria. Perfiles Educativos 42:167, pages 31-52.
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Ronghuan Jiang, Xiaodong Li, Ping Xu & Yaping Chen. (2019) Inhibiting intuitive rules in a geometry comparison task: Do age level and math achievement matter?. Journal of Experimental Child Psychology 186, pages 1-16.
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Ali Barahmand. (2019) “Tending to the midpoint”: an intuitive rule in mathematical thinking. Educational Studies in Mathematics 102:2, pages 221-238.
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Geneviève Allaire-Duquette, Reuven Babai & Ruth Stavy. (2018) Interventions aimed at overcoming intuitive interference: insights from brain-imaging and behavioral studies. Cognitive Processing 20:1, pages 1-9.
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Donald J. Wink & Stephanie A. C. Ryan. 2019. It’s Just Math: Research on Students’ Understanding of Chemistry and Mathematics. It’s Just Math: Research on Students’ Understanding of Chemistry and Mathematics
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Bokyeong Kim. (2018) Understanding Intuition as a Way to Introduce Spiritual Education. faith & scholarship 23:2, pages 29-64.
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Haim Eshach & Ida Kukliansky. (2017) University Physics and Engineering Students’ Use of Intuitive Rules, Experience, and Experimental Errors and Uncertainties. International Journal of Science and Mathematics Education 16:5, pages 817-834.
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Bor-Chen Kuo, Chun-Hua Chen & Jimmy de la Torre. (2017) A Cognitive Diagnosis Model for Identifying Coexisting Skills and Misconceptions. Applied Psychological Measurement 42:3, pages 179-191.
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Fou-Lai Lin, Kai-Lin Yang & Yu-Ping Chang. 2018. Educating Prospective Secondary Mathematics Teachers. Educating Prospective Secondary Mathematics Teachers
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Marc Berges, Michael Striewe, Philipp Shah, Michael Goedicke & Peter Hubwieser. (2016) Towards Deriving Programming Competencies from Student Errors. Towards Deriving Programming Competencies from Student Errors.
Philipp Shah, Dino Capovilla & Peter Hubwieser. (2015) Searching for Barriers to Learning Iteration and Runtime in Computer Science. Searching for Barriers to Learning Iteration and Runtime in Computer Science.
Nina Attridge & Matthew Inglis. (2014) Increasing cognitive inhibition with a difficult prior task: implications for mathematical thinking. ZDM 47:5, pages 723-734.
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Haim Eshach. (2014) The use of intuitive rules in interpreting students’ difficulties in reading and creating kinematic graphs. Canadian Journal of Physics 92:1, pages 1-8.
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Dor Abrahamson. (2014) Building educational activities for understanding: An elaboration on the embodied-design framework and its epistemic grounds. International Journal of Child-Computer Interaction 2:1, pages 1-16.
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Michael D. Steele. (2012) Exploring the mathematical knowledge for teaching geometry and measurement through the design and use of rich assessment tasks. Journal of Mathematics Teacher Education 16:4, pages 245-268.
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Dor Abrahamson. (2013) Toward a taxonomy of design genres. Toward a taxonomy of design genres.
Ruma Falk, Patricia Yudilevich-Assouline & Adily Elstein. (2012) Children’s concept of probability as inferred from their binary choices—revisited. Educational Studies in Mathematics 81:2, pages 207-233.
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Nicos Papadouris. (2012) Optimization as a reasoning strategy for dealing with socioscientific decision‐making situations. Science Education 96:4, pages 600-630.
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Carol Murphy. (2011) The role of subject knowledge in primary prospective teachers’ approaches to teaching the topic of area. Journal of Mathematics Teacher Education 15:3, pages 187-206.
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Dina Tirosh, Pessia Tsamir & Esther Levenson. 2011. Mathematical Knowledge in Teaching. Mathematical Knowledge in Teaching
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Reuven Babai, Hanna Zilber, Ruth Stavy & Dina Tirosh. (2009) THE EFFECT OF INTERVENTION ON ACCURACY OF STUDENTS’ RESPONSES AND REACTION TIMES TO GEOMETRY PROBLEMS. International Journal of Science and Mathematics Education 8:1, pages 185-201.
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Ruth Stavy & Reuven Babai. (2008) Complexity of Shapes and Quantitative Reasoning in Geometry. Mind, Brain, and Education 2:4, pages 170-176.
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Magda Osman & Ruth Stavy. (2006) Development of intuitive rules: Evaluating the application of the dual-system framework to understanding children’s intuitive reasoning. Psychonomic Bulletin & Review 13:6, pages 935-953.
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Claudia von Aufschnaiter. (2006) Process based investigations of conceptual development: an explorative study. International Journal of Science and Mathematics Education 4:4, pages 689-725.
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Reuven Babai, Tali Brecher, Ruth Stavy & Dina Tirosh. (2006) Intuitive Interference in Probabilistic Reasoning. International Journal of Science and Mathematics Education 4:4, pages 627-639.
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Ruth Stavy, Reuven Babai, Pessia Tsamir, Dina Tirosh, Fou-Lai Lin & Campbell McRobbie. (2006) Are Intuitive Rules Universal?. International Journal of Science and Mathematics Education 4:3, pages 417-436.
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Zoe Kanari & Robin Millar. (2004) Reasoning from data: How students collect and interpret data in science investigations. Journal of Research in Science Teaching 41:7, pages 748-769.
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Yifat Yair & Yoav Yair. (2004) “Everything comes to an end”: An intuitive rule in physics and mathematics. Science Education 88:4, pages 594-609.
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Igal Galili, Ayelet Weizman & Ariel Cohen. (2004) The sky as a topic in science education. Science Education 88:4, pages 574-593.
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Judith Gal-Ezer & Ela Zur. (2004) The efficiency of algorithms—misconceptions. Computers & Education 42:3, pages 215-226.
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Dina Tirosh, Ruth Stavy & Pessia Tsamir. 2001. Making Sense of Mathematics Teacher Education. Making Sense of Mathematics Teacher Education
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Annette Cohen, Anat Ben Moreh & Reuben Chayoth. (1999) Hands-On Method for Teaching the Concept of the Ratio between Surface Area & Volume. The American Biology Teacher 61:9, pages 691-695.
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