How Do Students Revisit School Mathematics in Modular Arithmetic? Conditions and Affordances of the Transition to Tertiary Mathematics with a Focus on Learning Processes-Reference-Cited by-同舟云学术

How Do Students Revisit School Mathematics in Modular Arithmetic? Conditions and Affordances of the Transition to Tertiary Mathematics with a Focus on Learning Processes

Published:2019-03-08 Issue:2 Volume:5 Page:163-182
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:

Schüler-Meyer Alexander^ORCID

Funder

Eindhoven University of Technology

Publisher

Springer Science and Business Media LLC

Subject

Education,Mathematics (miscellaneous)

Link

http://link.springer.com/content/pdf/10.1007/s40753-019-00088-3.pdf

Reference44 articles.

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2. Artigue, M., & Blomhøj, M. (2013). Conceptualizing inquiry-based education in mathematics. ZDM Mathematics Education, 45(6), 797–810. https://doi.org/10.1007/s11858-013-0506-6 .

3. Bakhtin, M. M. (1981). The dialogic imagination: Four essays. Austin: University of Texas Press.

4. Campbell, S. R. (2002). Coming to terms with division: Preservice teachers understanding. In S. R. Campbell & R. Zazkis (Eds.), Learning and teaching number theory: Research in cognition and instruction (pp. 15–40). Westport: Ablex Publishing.

5. Dawkins, P. C. (2012). Metaphor as a possible pathway to more formal understanding of the definition of sequence convergence. The Journal of Mathematical Behavior, 31(3), 331–343. https://doi.org/10.1016/j.jmathb.2012.02.002 .

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