Students’ mathematical work on absolute value: focusing on conceptions, errors and obstacles-Reference-Cited by-同舟云学术

Students’ mathematical work on absolute value: focusing on conceptions, errors and obstacles

Published:2016-04-06 Issue:6 Volume:48 Page:895-907
ISSN:1863-9690
Container-title:ZDM
language:en
Short-container-title:ZDM Mathematics Education

Author:

Elia Iliada,Özel Serkan,Gagatsis Athanasios,Panaoura Areti,Özel Zeynep Ebrar Yetkiner

Publisher

Springer Science and Business Media LLC

Subject

General Mathematics,Education

Link

http://link.springer.com/content/pdf/10.1007/s11858-016-0780-1.pdf

Reference14 articles.

1. Almog, N., & Ilany, B. (2012). Absolute value inequalities: High school students’ solutions and misconceptions. Educational Studies in Mathematics, 81(3), 347–364.

2. Brousseau, G. (1983). Les obstacles épistémologiques et les problèmes en mathématique. Recherches en Didactique des Mathématiques, 4(2), 165–198.

3. Brousseau, G. (1997). Theory of didactical situations in mathematics. In N. Balacheff, M. Cooper, R. Sutherland, & V. Warfield (Eds.), Mathematics Education Library (Vol. 19). Dordrecht: Kluwer.

4. Chevallard, Y. (1985). La Transposition Didactique. Du savoir savant au savoir enseigné (2nd edn 1991). Grenoble, France: La Pensée sauvage.

5. Chevallard, Y., & Bosch, M. (2014). Didactic transposition in mathematics education. In St Lerman (Ed.), Encyclopedia of mathematics education (pp. 170–174). London: Springer.

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