Citations (32)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (6)
Anna Marie Bergman, Keith Gallagher & Rina Zazkis. (2023) Prospective teachers’ responses to students’ dialogue on fractions: attribute substitution and heuristic approaches. Research in Mathematics Education 25:1, pages 85-104.
Read now
Read now
Sinan Aydin. (2014) Using example generation to explore students’ understanding of the concepts of linear dependence/independence in linear algebra. International Journal of Mathematical Education in Science and Technology 45:6, pages 813-826.
Read now
Read now
Ami Mamolo. (2014) How to Act? A Question of Encapsulating Infinity. Canadian Journal of Science, Mathematics and Technology Education 14:1, pages 1-22.
Read now
Read now
Ed Dubinsky, Ilana Arnon & Kirk Weller. (2013) Preservice Teachers’ Understanding of the Relation Between a Fraction or Integer and its Decimal Expansion: The Case of and 1. Canadian Journal of Science, Mathematics and Technology Education 13:3, pages 232-258.
Read now
Read now
Kirk Weller, Ilana Arnon & Ed Dubinsky. (2011) Preservice Teachers’ Understandings of the Relation Between a Fraction or Integer and Its Decimal Expansion: Strength and Stability of Belief. Canadian Journal of Science, Mathematics and Technology Education 11:2, pages 129-159.
Read now
Read now
Ann Kajander. (2010) Teachers Constructing Concepts of Mathematics for Teaching and Learning: “It's like the roots beneath the surface, not a bigger garden”. Canadian Journal of Science, Mathematics and Technology Education 10:2, pages 87-102.
Read now
Read now
Articles from other publishers (26)
Nasim Asghary, Robabeh Afkhami & Alireza Medghalchi. (2023) Developing a Framework for Evaluating Student's Understanding at Figural Pattern Generalization. PNA. Revista de Investigación en Didáctica de la Matemática 18:1, pages 57-76.
Crossref
Crossref
Ofer Marmur & Rina Zazkis. (2021) Productive ambiguity in unconventional representations: “what the fraction is going on?”. Journal of Mathematics Teacher Education 25:6, pages 637-665.
Crossref
Crossref
Tin Lam, Pee Choon, Kok Ming & Ying Zhu. (2021) A Study of Pre-Service Teachers’ Performance on Two Calculus Tasks on Differentiation and Limit. European Journal of Mathematics and Science Education 6:1, pages 1-12.
Crossref
Crossref
Cheryl L. Eames, Edith Aurora Graf, Peter W. van Rijn, Greg Budzban & Tammy Voepel. (2021) The finite-to-finite strand of a learning progression for the concept of function: A research synthesis and cognitive analysis. The Journal of Mathematical Behavior 62, pages 100864.
Crossref
Crossref
Mervenur Belin & Gülseren Karagöz Akar. (2020) Exploring Real Numbers as Rational Number Sequences With Prospective Mathematics Teachers. Mathematics Teacher Educator 9:1, pages 63-87.
Crossref
Crossref
Mervenur Belin & Gülseren Karagöz Akar. (2020) The effect of quantitative reasoning on prospective mathematics teachers’ proof comprehension: The case of real numbers. The Journal of Mathematical Behavior 57, pages 100757.
Crossref
Crossref
Deonarain Brijlall. 2020. Quality Management Implementation in Higher Education. Quality Management Implementation in Higher Education
355
371
.
Elif KILIÇOĞLU & Abdullah KAPLAN. (2019) An Examination of Middle School 7th Grade Students’ Mathematical Abstraction Processes. Journal of Computer and Education Research 7:13, pages 233-256.
Crossref
Crossref
Vahid Borji & Vicenç Font. (2019) Exploring Students’ Understanding of Integration by Parts: A Combined Use of APOS and OSA. EURASIA Journal of Mathematics, Science and Technology Education 15:7.
Crossref
Crossref
David A. Yopp. (2018) When an argument is the content: Rational number comprehension through conversions across registers. The Journal of Mathematical Behavior 50, pages 42-56.
Crossref
Crossref
Vahid Borji, Hassan Alamolhodaei & Farzad Radmehr. (2018) Application of the APOS-ACE Theory to improve Students’ Graphical Understanding of Derivative. EURASIA Journal of Mathematics, Science and Technology Education 14:7.
Crossref
Crossref
Draga Vidakovic, Ed Dubinsky & Kirk Weller. 2018. Creativity and Technology in Mathematics Education. Creativity and Technology in Mathematics Education
441
477
.
Mustafa ÇEVİKBAŞ & Ziya ARGÜN. (2017) Future Mathematics Teachers' Knowledge of Rational and Irrational Number Concepts. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, pages 551-581.
Crossref
Crossref
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.
Crossref
Crossref
Athanasios Gagatsis & Elena Nardi. 2016. The Second Handbook of Research on the Psychology of Mathematics Education. The Second Handbook of Research on the Psychology of Mathematics Education
187
233
.
Rina Zazkis & Ami Mamolo. 2016. The Second Handbook of Research on the Psychology of Mathematics Education. The Second Handbook of Research on the Psychology of Mathematics Education
39
71
.
Asuman Oktaç & Laurent Vivier. 2016. The Didactics of Mathematics: Approaches and Issues. The Didactics of Mathematics: Approaches and Issues
87
121
.
Meirav Arieli-Attali & Gabrielle Cayton-Hodges. (2014)
Expanding the
CBAL
™ Mathematics Assessments to Elementary Grades: The Development of a Competency Model and a Rational Number Learning Progression
. ETS Research Report Series 2014:1, pages 1-41.
Crossref
Crossref
Ilana Arnon, Jim Cottrill, Ed Dubinsky, Asuman Oktaç, Solange Roa Fuentes, Maria Trigueros & Kirk WellerIlana Arnon, Jim Cottrill, Ed Dubinsky, Asuman Oktaç, Solange Roa Fuentes, María Trigueros & Kirk Weller. 2014. APOS Theory. APOS Theory
137
150
.
Ilana Arnon, Jim Cottrill, Ed Dubinsky, Asuman Oktaç, Solange Roa Fuentes, Maria Trigueros & Kirk WellerIlana Arnon, Jim Cottrill, Ed Dubinsky, Asuman Oktaç, Solange Roa Fuentes, María Trigueros & Kirk Weller. 2014. APOS Theory. APOS Theory
93
108
.
Ilana Arnon, Jim Cottrill, Ed Dubinsky, Asuman Oktaç, Solange Roa Fuentes, Maria Trigueros & Kirk WellerIlana Arnon, Jim Cottrill, Ed Dubinsky, Asuman Oktaç, Solange Roa Fuentes, María Trigueros & Kirk Weller. 2014. APOS Theory. APOS Theory
57
91
.
Ilana Arnon, Jim Cottrill, Ed Dubinsky, Asuman Oktaç, Solange Roa Fuentes, Maria Trigueros & Kirk WellerIlana Arnon, Jim Cottrill, Ed Dubinsky, Asuman Oktaç, Solange Roa Fuentes, María Trigueros & Kirk Weller. 2014. APOS Theory. APOS Theory
27
55
.
Ilana Arnon, Jim Cottrill, Ed Dubinsky, Asuman Oktaç, Solange Roa Fuentes, Maria Trigueros & Kirk WellerIlana Arnon, Jim Cottrill, Ed Dubinsky, Asuman Oktaç, Solange Roa Fuentes, María Trigueros & Kirk Weller. 2014. APOS Theory. APOS Theory
5
15
.
Ilana Arnon, Jim Cottrill, Ed Dubinsky, Asuman Oktaç, Solange Roa Fuentes, Maria Trigueros & Kirk WellerIlana Arnon, Jim Cottrill, Ed Dubinsky, Asuman Oktaç, Solange Roa Fuentes, María Trigueros & Kirk Weller. 2014. APOS Theory. APOS Theory
197
226
.
AnnaMarie Conner. (2013) Authentic Argumentation With Prospective Secondary Teachers: The Case of 0.999…. Mathematics Teacher Educator 1:2, pages 172-180.
Crossref
Crossref
David A. Yopp, Elizabeth A. Burroughs & Brian J. Lindaman. (2011) Why it is important for in-service elementary mathematics teachers to understand the equality .999?=1. The Journal of Mathematical Behavior 30:4, pages 304-318.
Crossref
Crossref