Review of APOS Theory: A Framework for Research and Curriculum Development in Mathematics Education, Arnon et al. (2014). New York, NY, USA: Springer-Verlag New York. eBook ISBN: 978-1-4614-7966-6, Hardcover ISBN: 978-1-4614-7965-9-Reference-Cited by-同舟云学术

Review of APOS Theory: A Framework for Research and Curriculum Development in Mathematics Education, Arnon et al. (2014). New York, NY, USA: Springer-Verlag New York. eBook ISBN: 978-1-4614-7966-6, Hardcover ISBN: 978-1-4614-7965-9

Published:2015-10 Issue:3 Volume:1 Page:413-417
ISSN:2198-9745
Container-title:International Journal of Research in Undergraduate Mathematics Education
language:en
Short-container-title:Int. J. Res. Undergrad. Math. Ed.

Author:

Inglis Matthew

Publisher

Springer Science and Business Media LLC

Subject

General Engineering

Link

http://link.springer.com/content/pdf/10.1007/s40753-015-0015-9.pdf

Reference19 articles.

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3. Butterworth, B. (2004). Developmental dyscalculia. In J. D. Campbell (Ed.), Handbook of mathematical cognition (pp. 455–467). New York: Psychology Press.

4. Dehaene, S., Bossini, S., & Giraux, P. (1993). The mental representation of parity and number magnitude. Journal of Experimental Psychology: General, 122, 371–396.

5. Dubinsky, E. (1991). Reflective abstraction in advanced mathematical thinking. In D. O. Tall (Ed.), Advanced mathematical thinking (pp. 95–126). Dordrecht: Kluwer.

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