Advanced search
Publication Cover
Educational Psychologist Volume 23, 1988 - Issue 2: Learning and Instruction in Mathematics Education
Submit an article Journal homepage
98
Views
22
CrossRef citations to date
0
Altmetric
Original Articles

Getting to Know: Tracing Students' Mathematical Knowledge From Intuition to Competence

Gaea Leinhardt
Pages 119-144 | Published online: 08 Jun 2010

Citations (22)

Keep up to date with the latest research on this topic with citation updates for this article.

Subscribe to citation updates

Read on this site (4)

Dorit Patkin & Avikam Gazit. (2013) On roots and squares – estimation, intuition and creativity. International Journal of Mathematical Education in Science and Technology 44:8, pages 1191-1200.
Read now
A. S. Skouras. (2006) Coordinating formal and informal aspects of mathematics in a computer based learning environment. International Journal of Mathematical Education in Science and Technology 37:8, pages 947-964.
Read now
Bethany Rittle-Johnson & Kenneth R. Koedinger. (2005) Designing Knowledge Scaffolds to Support Mathematical Problem Solving. Cognition and Instruction 23:3, pages 313-349.
Read now
Gaea Leinhardt. (1987) Development of an Expert Explanation: An Analysis of a Sequence of Subtraction Lessons. Cognition and Instruction 4:4, pages 225-282.
Read now

Articles from other publishers (18)

Young Hoan Cho & Seo Yon Hong. 2015. Disciplinary Intuitions and the Design of Learning Environments. Disciplinary Intuitions and the Design of Learning Environments 155 168 .
Noelle M. Crooks & Martha W. Alibali. (2014) Defining and measuring conceptual knowledge in mathematics. Developmental Review 34:4, pages 344-377.
Crossref
Mohd Fahmi Adnan, Mohd Fadzil Daud & Muhammad Sukri Saud. (2014) Contextual Knowledge in Three Dimensional Computer Aided Design (3D CAD) Modeling: A Literature Review and Conceptual Framework. Contextual Knowledge in Three Dimensional Computer Aided Design (3D CAD) Modeling: A Literature Review and Conceptual Framework.
Marjoke Bakker, Marja van den Heuvel-Panhuizen & Alexander Robitzsch. (2014) First-graders’ knowledge of multiplicative reasoning before formal instruction in this domain. Contemporary Educational Psychology 39:1, pages 59-73.
Crossref
Shelley Dole. (2016) Applying Psychological Theory to Helping Students Overcome Learned Difficulties in Mathematics. School Psychology International 24:1, pages 95-114.
Crossref
Shelley Dole. (2010) Promoting Percent as a Proportion in Eighth‐Grade Mathematics. School Science and Mathematics 100:7, pages 380-389.
Crossref
Nancy K. Mack. (2000) Long-term effects of building on informal knowledge in a complex content domain: the case of multiplication of fractions. The Journal of Mathematical Behavior 19:3, pages 307-332.
Crossref
Margaret Taplin. (1998) Preservice teachers’ problem-solving processes. Mathematics Education Research Journal 10:3, pages 59-75.
Crossref
Rina Zazkis & Orit Hazzan. (1998) Interviewing in mathematics education research: Choosing the questions. The Journal of Mathematical Behavior 17:4, pages 429-439.
Crossref
Eric Gutstein & Nancy K Mack. (1998) Learning about teaching for understanding through the study of tutoring. The Journal of Mathematical Behavior 17:4, pages 441-465.
Crossref
Annette Baturo & Rod Nason. (1996) Student teachers' subject matter knowledge within the domain of area measurement. Educational Studies in Mathematics 31:3, pages 235-268.
Crossref
Dorothy D. MilesJonathan P. Forcht. (2016) Mathematics Strategies for Secondary Students with Learning Disabilities or Mathematics Deficiencies: A Cognitive Approach. Intervention in School and Clinic 31:2, pages 91-96.
Crossref
HAJIME YOSHIDA & KAZUHIRO KURIYAMA. (1995) Linking meaning of symbols of fractions to problem situations. Japanese Psychological Research 37:4, pages 229-239.
Crossref
David N. Perkins & Chris Unger. (1994) A new look in representations for mathematics and science learning. Instructional Science 22:1, pages 1-37.
Crossref
Rod Nason. (1993) Prodigy: Diagnosis and remediation in the domain of common fractions. Computers & Education 20:1, pages 45-53.
Crossref
Thomas P. Carpenter & Elizabeth Fennema. (1992) Chapter 4 Cognitively guided instruction: Building on the knowledge of students and teachers. International Journal of Educational Research 17:5, pages 457-470.
Crossref
Robert Balfanz. (2016) Local Knowledge, Academic Skills, and Individual Productivity: An Alternative View. Educational Policy 5:4, pages 343-370.
Crossref
Gaea Leinhardt, Orit Zaslavsky & Mary Kay Stein. (2016) Functions, Graphs, and Graphing: Tasks, Learning, and Teaching. Review of Educational Research 60:1, pages 1-64.
Crossref

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Order Reprints Request Corporate Permissions

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

Request Academic Permissions

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.

Related research

People also read lists articles that other readers of this article have read.

Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.

Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.