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Research in Mathematics Education Volume 9, 2007 - Issue 1
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Original Articles

LEARNERS’ UNDERSTANDING OF THE DEFINITIONS AND HIERARCHICAL CLASSIFICATION OF QUADRILATERALS: TOWARDS A THEORETICAL FRAMING

Taro Fujita University of Plymouth, UK
&
Keith Jones University of Southampton, UK
Pages 3-20 | Published online: 21 Apr 2008

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Osman Birgin & Kemal Özkan. (2022) Comparing the concept images and hierarchical classification skills of students at different educational levels regarding parallelograms: a cross-sectional study. International Journal of Mathematical Education in Science and Technology 0:0, pages 1-33.
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Emin İbili, Mevlüt Çat, Dmitry Resnyansky, Sami Şahin & Mark Billinghurst. (2020) An assessment of geometry teaching supported with augmented reality teaching materials to enhance students’ 3D geometry thinking skills. International Journal of Mathematical Education in Science and Technology 51:2, pages 224-246.
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Ramazan Avcu. (2019) A comparison of mathematical features of Turkish and American textbook definitions regarding special quadrilaterals. International Journal of Mathematical Education in Science and Technology 50:4, pages 577-602.
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Meral Cansiz Aktaş. (2016) Turkish high school students’ definitions for parallelograms: appropriate or inappropriate?. International Journal of Mathematical Education in Science and Technology 47:4, pages 583-596.
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Susan K. Forsythe. (2015) Dragging maintaining symmetry: can it generate the concept of inclusivity as well as a family of shapes?. Research in Mathematics Education 17:3, pages 198-219.
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Lukáš Vízek, Libuše Samková & Jon R. Star. Investigating how lower secondary school students reason about quadrilaterals emerging in dynamic constructions. International Journal of Mathematical Education in Science and Technology 0:0, pages 1-20.
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