Zobrazeno 1 - 10
of 20
pro vyhledávání: '"Teo Paoletti"'
Publikováno v:
Journal for Research in Mathematics Education. 54:202-224
Emergent graphical shape thinking (EGST) involves interpreting or constructing a graph as dynamically generated, which is useful across science, technology, engineering, and mathematics fields. Although evidence suggests that students as young as mid
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::0b6f39e0f1d8abb68de2a7d23ad1babc
https://doi.org/10.5951/jresematheduc-2021-0066
https://doi.org/10.5951/jresematheduc-2021-0066
Publikováno v:
International Journal of Science and Mathematics Education.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d1750b14d48bdd432c1bdae306c7d1e4
https://doi.org/10.1007/s10763-023-10353-2
https://doi.org/10.1007/s10763-023-10353-2
Publikováno v:
International Journal of Mathematical Education in Science and Technology. 53:1815-1834
In this study, we examined graphical representations in several mathematics, science, and engineering textbooks and practitioner journals with the goal of identifying similarities and differences a...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::bf2bdab5c797a3163a300ce1d908bfff
https://doi.org/10.1080/0020739x.2020.1847336
https://doi.org/10.1080/0020739x.2020.1847336
Autor:
Teo Paoletti, Madhavi Vishnubhotla
Publikováno v:
Quantitative Reasoning in Mathematics and Science Education ISBN: 9783031145520
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d9c3309a3da629599eec08a2ce9b64a8
https://doi.org/10.1007/978-3-031-14553-7_6
https://doi.org/10.1007/978-3-031-14553-7_6
Publikováno v:
Quantitative Reasoning in Mathematics and Science Education ISBN: 9783031145520
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::41760bc14c46a7a76ca1f84ef8d1cec8
https://doi.org/10.1007/978-3-031-14553-7_3
https://doi.org/10.1007/978-3-031-14553-7_3
Publikováno v:
The Journal of Mathematical Behavior. 53:179-195
In this paper, we use relevant literature and data to motivate a more detailed look into relationships between what we perceive to be conventions common to United States (U.S.) school mathematics and individuals’ meanings for graphs and related top
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::839173a715b2caa800fb6cbd12a88123
https://doi.org/10.1016/j.jmathb.2018.08.002
https://doi.org/10.1016/j.jmathb.2018.08.002
Publikováno v:
Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c5a9167bde75a6a64852d57aa74b7fa9
https://doi.org/10.51272/pmena.42.2020-23
https://doi.org/10.51272/pmena.42.2020-23
Autor:
Teo Paoletti, Madhavi Vishnubhotla
Publikováno v:
Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c4ba8d5afcc907e4f40cf426211ad017
https://doi.org/10.51272/pmena.42.2020-269
https://doi.org/10.51272/pmena.42.2020-269
Autor:
Kevin C. Moore, Teo Paoletti
Publikováno v:
The Journal of Mathematical Behavior. 48:137-151
Researchers have argued that covariational reasoning is foundational for learning a variety of mathematics topics. We extend prior research by examining two students’ covariational reasoning with attention to the extent they became consciously awar
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::fe6b42d3674482390b53de6de65f1561
https://doi.org/10.1016/j.jmathb.2017.08.003
https://doi.org/10.1016/j.jmathb.2017.08.003
Publikováno v:
The Journal of Mathematical Behavior. 63:100895
Inequalities are an important topic in school mathematics, yet the body of research exploring students’ meanings for inequalities largely points to difficulties they experience. Thus, there is a need to further explore students’ meanings for ineq
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::0fd3f0fa909755ed95508c15e7d27998
https://doi.org/10.1016/j.jmathb.2021.100895
https://doi.org/10.1016/j.jmathb.2021.100895