Scaling-continuous variation: supporting students’ algebraic reasoning

Author:

Ellis Amy,Ely Robert,Singleton Brandon,Tasova Halil

Funder

BIRD Foundation

Publisher

Springer Science and Business Media LLC

Subject

Education,General Mathematics

Reference25 articles.

1. Artigue, M. (2002). Learning mathematics in a CAS environment: The genesis of a reflection about instrumentation and the dialectics between technical and conceptual work. International Journal of Computers for Mathematical Learning, 7(3), 245–274.

2. Bos, H. J. M. (1974). Differentials, higher-order differentials, and the derivative in Leibnizian calculus. Archive for History of Exact Sciences, 14, 1–90.

3. Carlson, M. P., Smith, N., & Persson, J. (2003). Developing and connecting calculus students’ notions of rate of change and accumulation: The fundamental theorem of calculus. In N. A. Pateman, B. J. Dougherty, & J. T. Zilliox (Eds.), Proceedings of the Joint Meeting of PME and PMENA (vol. 2, pp. 165–172). Honolulu, HI: CRDG, College of Education, University of Hawai’i.

4. Castillo-Garsow, C. (2012). Continuous quantitative reasoning. In R. Mayes & L. Hatfield (Eds.), Quantitative reasoning and mathematical modeling: A driver for STEM integrated education and teaching in context (WISDOMemonograph) (vol. 2). Laramie, WY: University of Wyoming.

5. Castillo-Garsow, C. W., Johnson, H. L., & Moore, K. C. (2013). Chunky and smooth images of change. For the Learning of Mathematics, 33(3), 31–37.

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