From Piaget’s Theory to APOS Theory: Reflective Abstraction in Learning Mathematics and the Historical Development of APOS Theory-Reference-Cited by-同舟云学术

From Piaget’s Theory to APOS Theory: Reflective Abstraction in Learning Mathematics and the Historical Development of APOS Theory

Published:2013-06-15 Issue: Volume: Page:5-15
ISSN:
Container-title:APOS Theory
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Author:

Arnon Ilana,Cottrill Jim,Dubinsky Ed,Oktaç Asuman,Fuentes Solange Roa,Trigueros María,Weller Kirk

Publisher

Springer New York

Link

http://link.springer.com/content/pdf/10.1007/978-1-4614-7966-6_2

Reference51 articles.

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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., Brown, A., Kleiman, J., & Mathews, D. (1998). The development of students’ understanding of permutations and symmetries. International Journal of Mathematical Learning, 3, 13–43.

4. Asiala, M., Cottrill, J., Dubinsky, E., & Schwingendorf, K. (1997). The development of students’ graphical understanding of the derivative. The Journal of Mathematical Behavior, 16, 399–431.

5. Asiala, M., Dubinsky, E., Mathews, D., Morics, S., & Oktaç, A. (1997). Development of students’ understanding of cosets, normality and quotient groups. The Journal of Mathematical Behavior, 16, 241–309.

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