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Progressions in young learners’ understandings of parity arguments

  • Published:2022-04-08 Issue: Volume: Page:1-32
  • ISSN:1098-6065
  • Container-title:Mathematical Thinking and Learning
  • language:en
  • Short-container-title:Mathematical Thinking and Learning

Author:

Blanton Maria1,Gardiner Angela Murphy1,Ristroph Ingrid2,Stephens Ana3,Knuth Eric2,Stroud Rena4

Affiliation:

1. Center for STEM Teaching and Learning, TERC, Inc, Cambridge, Massachusetts, USA

2. Department of Curriculum and Instruction, University of Texas at Austin, Austin, Texas, USA

3. Wisconsin Center for Education Research, University of Wisconsin-Madison, Madison, Wisconsin, USA

4. Department of Education, Merrimack College, North Andover, Massachusetts, USA

Funder

US Department of Education

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Education,General Mathematics

Cited by 3 articles. 订阅此论文施引文献 订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. First Graders’ Definitions, Generalizations, and Justifications of Even and Odd Numbers;Canadian Journal of Science, Mathematics and Technology Education;2023-09

2. Proof and proving in school and university mathematics education research: a systematic review;ZDM – Mathematics Education;2023-08-30

3. Desarrollo del pensamiento algebraico a través de la justificación en educación primaria;Enseñanza de las Ciencias. Revista de investigación y experiencias didácticas;2023-03-02
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