Zobrazeno 1 - 10
of 97
pro vyhledávání: '"Amy B. Ellis"'
Publikováno v:
Research in Mathematics Education. :1-23
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f208faccea6725fe43ace552ad54255d
https://doi.org/10.1080/14794802.2022.2156586
https://doi.org/10.1080/14794802.2022.2156586
Autor:
Percival G. Matthews, Amy B. Ellis
Publikováno v:
Journal of Numerical Cognition, Vol 4, Iss 1, Pp 19-58 (2018)
The overwhelming majority of efforts to cultivate early mathematical thinking rely primarily on counting and associated natural number concepts. Unfortunately, natural numbers and discretized thinking do not align well with a large swath of the mathe
Externí odkaz:
https://doaj.org/article/0b5bcce89c4b41a399643fbce2bdee7f
Autor:
Elise Lockwood, Amy B. Ellis
Publikováno v:
ZDM – Mathematics Education. 54:829-845
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::adacccb58aeb312e59c5f698bc6bd753
https://doi.org/10.1007/s11858-022-01352-8
https://doi.org/10.1007/s11858-022-01352-8
Publikováno v:
Cognition and Instruction. 40:351-384
Generalization is a critical component of mathematical reasoning, with researchers recommending that it be central to education at all grade levels. However, research on students’ generalizing reve...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::0e0840d78b41ed7c4ea8625494519dfa
https://doi.org/10.1080/07370008.2021.2000989
https://doi.org/10.1080/07370008.2021.2000989
Identifying patterns is an important part of mathematical reasoning, but many students struggle to justify their pattern-based generalizations. Some researchers argue for a de-emphasis on patterning activities, but empirical investigation has also be
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::74366424da537cc8e5fd9f0ced72c8ad
https://avesis.deu.edu.tr/publication/details/0e2875db-c808-451c-b37a-57d2144233be/oai
https://avesis.deu.edu.tr/publication/details/0e2875db-c808-451c-b37a-57d2144233be/oai
Autor:
Brandon K. Singleton, Amy B. Ellis
Publikováno v:
Mathematics Teacher: Learning and Teaching PK-12. 113:e37-e42
Asked to quantify the changes in area of growing rectangles, these students reasoned about multiplicative relationships in interesting new ways.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::0418000bea49195f8aeb6af6262d0c10
https://doi.org/10.5951/mtlt.2019.0063
https://doi.org/10.5951/mtlt.2019.0063
Publikováno v:
Educational Studies in Mathematics. 104:87-103
This paper introduces a new mode of variational and covariational reasoning, which we call scaling-continuous reasoning. Scaling-continuous reasoning entails (a) imagining a variable taking on all values on the continuum at any scale, (b) understandi
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::af1f05e957f14e99215cc387c63e31f2
https://doi.org/10.1007/s10649-020-09951-6
https://doi.org/10.1007/s10649-020-09951-6
Publikováno v:
Research in Mathematics Education ISBN: 9783030800079
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::63c36e4972690874466090d8e7fe1889
https://doi.org/10.1007/978-3-030-80008-6_23
https://doi.org/10.1007/978-3-030-80008-6_23
Autor:
Orit Zaslavsky, Elise Lockwood, Tracy Carolan, Eric J. Knuth, Zekiye Özgür, Alison G. Lynch, Rebecca Vinsonhaler, Pooneh Sabouri, Amy B. Ellis, Muhammed Fatih Dogan
Publikováno v:
The Journal of Mathematical Behavior. 53:263-283
A persistent challenge in supporting students’ proof activity is fostering the transition from less formal, empirical arguments to formal deductive arguments. A number of researchers have begun to investigate students’ thinking with examples, add
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::6b7c62b391c76ca33725251b4f3bb3f0
https://doi.org/10.1016/j.jmathb.2017.06.003
https://doi.org/10.1016/j.jmathb.2017.06.003
Publikováno v:
The Journal of Mathematical Behavior. 53:284-303
Examples can be a powerful tool for students to learn to prove, particularly if used purposefully and strategically, but there is a pressing need to better understand the nature of productive example use. Therefore, we examined the characteristics of
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::fdf817a01995368e3a90bde0b8c95367
https://doi.org/10.1016/j.jmathb.2017.03.004
https://doi.org/10.1016/j.jmathb.2017.03.004