Zobrazeno 1 - 10
of 150
pro vyhledávání: '"Ed. Dubinsky"'
Autor:
Ed Dubinsky
Publikováno v:
Functional Analysis, Holomorphy, and Approximation Theory ISBN: 9781003072577
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8715967a9e1896a8cced51ae70e46f77
https://doi.org/10.1201/9781003072577-8
https://doi.org/10.1201/9781003072577-8
Autor:
Ed Dubinsky, Ibrahim Cetin
Publikováno v:
The Journal of Mathematical Behavior. 47:70-80
Computational thinking has become an increasingly popular notion in K-12 and college level education. Although researchers have accepted that abstraction is a central concept in computational thinking, they are quick to disagree on the meaning of it.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::035ac86e919d2d6db95ceb0dcdf31ea5
https://doi.org/10.1016/j.jmathb.2017.06.004
https://doi.org/10.1016/j.jmathb.2017.06.004
Publikováno v:
The Mathematical Intelligencer. 39:53-59
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e3e083f89e4f5ddaf8fa48744fc44dfb
https://doi.org/10.1007/s00283-016-9683-9
https://doi.org/10.1007/s00283-016-9683-9
Publikováno v:
Creativity and Technology in Mathematics Education ISBN: 9783319723792
According to Piaget, the root of all intellectual activity is reflective abstraction. In this context, mathematical creativity arises through students’ abilities to make reflective abstractions. Considering that reflective abstraction is the main p
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::7a84fc428ed3451825f76d872cba1618
https://doi.org/10.1007/978-3-319-72381-5_18
https://doi.org/10.1007/978-3-319-72381-5_18
Publikováno v:
Canadian Journal of Science, Mathematics and Technology Education. 13:232-258
In this article, we obtain a genetic decomposition of students’ progress in developing an understanding of the decimal and its relation to 1. The genetic decomposition appears to be valid for a high percentage of the study participants and suggests
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::7507a5d7577525f4eae102d8eae20980
https://doi.org/10.1080/14926156.2013.816389
https://doi.org/10.1080/14926156.2013.816389
Autor:
Robin T. Wilson, Ed Dubinsky
Publikováno v:
The Journal of Mathematical Behavior. 32:83-101
This paper is a study of part of the Algebra Project's program for underrepresented high school students from the lowest quartile of academic achievement, social and economic status. The study focuses on students’ learning the concept of function.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5e97ee18ba148a3c174d265aee417616
https://doi.org/10.1016/j.jmathb.2012.12.001
https://doi.org/10.1016/j.jmathb.2012.12.001
Publikováno v:
Canadian Journal of Science, Mathematics and Technology Education. 11:129-159
In an earlier study of preservice elementary and middle school teachers’ beliefs about repeating decimals, Weller, Arnon, and Dubinsky (2009) reported on a comparison of the mathematical performance of 77 preservice teachers who completed an APOS-b
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::96191b7664be338546219e5e5a5830a0
https://doi.org/10.1080/14926156.2011.570612
https://doi.org/10.1080/14926156.2011.570612
Publikováno v:
Canadian Journal of Science, Mathematics and Technology Education. 9:5-28
Many studies establish that students at all levels, including preservice elementary and middle school teachers, have considerable difficulty understanding the relationship between a rational number (fraction or integer) and its decimal expansion(s),
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ae22e31380abbd38364d700f3dd02c27
https://doi.org/10.1080/14926150902817381
https://doi.org/10.1080/14926150902817381
Publikováno v:
Educational Studies in Mathematics. 60:253-266
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::546e4b0fc8d45788c64f4f099fca8883
https://doi.org/10.1007/s10649-005-0473-0
https://doi.org/10.1007/s10649-005-0473-0