APOS Theory: Use of Computer Programs to Foster Mental Constructions and Student’s Creativity
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Publisher
Springer International Publishing
Link
http://link.springer.com/content/pdf/10.1007/978-3-319-72381-5_18
Reference36 articles.
1. Arnon, I., Cottrill, J., Dubinsky, E., Oktaç, A., Roa Fuentes, S., Trigueros, M., et al. (2014). APOS theory: A framework for research and curriculum development in mathematics education. New York, NY: Springer.
2. Asiala, M., Brown, A., DeVries, D., Dubinsky, E., Mathews, D., & Thomas, K. (1996). A framework for research and curriculum development in undergraduate mathematics education. In Research in collegiate mathematics education II. CBMS issues in mathematics education (Vol. 6, pp. 1–32). Providence, RI: American Mathematical Society.
3. Asiala, M., Cottrill, J., Dubinsky, E., & Schwingendorf, K. (1997a). The development of students’ graphical understanding of the derivative. Journal of Mathematical Behavior, 16(4), 399–431.
4. Asiala, M., Dubinsky, E., Mathews, D., Morics, S., & Oktac, A. (1997b). Development of students’ understanding of cosets, normality and quotient groups. The Journal of Mathematical Behavior, 16, 241–309.
5. Breidenbach, D., Dubinsky, D., Hawks, J., & Nichols, D. (1992). Development of the process conception of function. Educational Studies in Mathematics, 23, 247–285.
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