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Biyao Liang & Kevin C. Moore. (2021) Figurative and operative partitioning activity: students’ meanings for amounts of change in covarying quantities. Mathematical Thinking and Learning 23:4, pages 291-317.
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Vahid Borji, Hedyeh Erfani & Vicenç Font. (2020) A combined application of APOS and OSA to explore undergraduate students’ understanding of polar coordinates. International Journal of Mathematical Education in Science and Technology 51:3, pages 405-423.
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Foteini Megalou. (2019) Students’ choices of definitions for the concept of limit of functions from R2 to R. International Journal of Mathematical Education in Science and Technology 50:1, pages 141-156.
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Samer Habre. (2017) Students’ challenges with polar functions: covariational reasoning and plotting in the polar coordinate system. International Journal of Mathematical Education in Science and Technology 48:1, pages 48-66.
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Mariana Montiel, Miguel
R. Wilhelmi, Draga Vidakovic & Iwan Elstak. (2012) Vectors, change of basis and matrix representation: onto-semiotic approach in the analysis of creating meaning. International Journal of Mathematical Education in Science and Technology 43:1, pages 11-32.
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Articles from other publishers (14)
Allison Dorko. (2023) Is it a function? Generalizing from single- to multivariable settings. The Journal of Mathematical Behavior 70, pages 101036.
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Kimura P. Tamba. Digital task design using theory of didactical situation. Digital task design using theory of didactical situation.
Jesus Antonio Nava-Pintor, Hector A. Guerrero-Osuna, Luis F. Luque-Vega, Gerardo Ornelas-Vargas, Emmanuel Lopez-Neri & Rocio Carrasco-Navarro. (2021) Design and Implementation of an Educational Technology Kit Aligned to the Conceptual Framework of Educational Mechatronics. Design and Implementation of an Educational Technology Kit Aligned to the Conceptual Framework of Educational Mechatronics.
Víctor H. Castañeda-Miranda, Luis F. Luque-Vega, Emmanuel Lopez-Neri, Jesús Antonio Nava-Pintor, Héctor A. Guerrero-Osuna & Gerardo Ornelas-Vargas. (2021) Two-Dimensional Cartesian Coordinate System Educational Toolkit: 2D-CACSET. Sensors 21:18, pages 6304.
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Mansour Saleh Alabdulaziz, Sarah Mubarak Aldossary, Sahar Abdulaziz Alyahya & Hind Muhareb Althubiti. (2020) The effectiveness of the GeoGebra Programme in the development of academic achievement and survival of the learning impact of the mathematics among secondary stage students. Education and Information Technologies 26:3, pages 2685-2713.
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Brian Farlow, Marlene Vega, Michael E. Loverude & Warren M. Christensen. (2019) Mapping activation of resources among upper division physics students in non-Cartesian coordinate systems: A case study. Physical Review Physics Education Research 15:2.
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Kevin C. Moore, Jason Silverman, Teo Paoletti, Dave Liss & Stacy Musgrave. (2019) Conventions, habits, and U.S. teachers’ meanings for graphs. The Journal of Mathematical Behavior 53, pages 179-195.
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Patrick W. Thompson, Neil J. Hatfield, Hyunkyoung Yoon, Surani Joshua & Cameron Byerley. (2017) Covariational reasoning among U.S. and South Korean secondary mathematics teachers. The Journal of Mathematical Behavior 48, pages 95-111.
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Harrison E. Stalvey & Draga Vidakovic. (2015) Students’ reasoning about relationships between variables in a real-world problem. The Journal of Mathematical Behavior 40, pages 192-210.
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Kevin C. Moore, Teo Paoletti & Stacy Musgrave. (2014) Complexities in students’ construction of the polar coordinate system. The Journal of Mathematical Behavior 36, pages 135-149.
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Eric Weber & Patrick W. Thompson. (2014) Students’ images of two-variable functions and their graphs. Educational Studies in Mathematics 87:1, pages 67-85.
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Kevin C. Moore, Jason Silverman, Teo Paoletti & Kevin LaForest. (2014) Breaking Conventions to Support Quantitative Reasoning. Mathematics Teacher Educator 2:2, pages 141-157.
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Kevin C. Moore, Teo Paoletti & Stacy Musgrave. (2013) Covariational reasoning and invariance among coordinate systems. The Journal of Mathematical Behavior 32:3, pages 461-473.
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Mariana Montiel, Miguel R. Wilhelmi, Draga Vidakovic & Iwan Elstak. (2009) Using the onto-semiotic approach to identify and analyze mathematical meaning when transiting between different coordinate systems in a multivariate context. Educational Studies in Mathematics 72:2, pages 139-160.
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