Pre-service mathematics teachers’ discourse: Differences between defining in task situations involving prototypical and non-prototypical solids-Reference-Cited by-同舟云学术

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Pre-service mathematics teachers’ discourse: Differences between defining in task situations involving prototypical and non-prototypical solids

Published:2024-09 Issue: Volume:75 Page:101170
ISSN:0732-3123
Container-title:The Journal of Mathematical Behavior
language:en
Short-container-title:The Journal of Mathematical Behavior

Author:

Toscano Rocío,Fernández-León Aurora,Gavilán-Izquierdo José María,González-Regaña Alfonso J.,Martín-Molina Verónica

Funder

European Regional Development Fund

Universidad de Sevilla

Ministerio de Ciencia, Innovación y Universidades

European Commission

Agencia Estatal de Investigación

Publisher

Elsevier BV

Reference39 articles.

1. Pre-service middle school mathematics teachers’ personal concept definitions of special quadrilaterals;Avcu;Mathematics Education Research Journal,2023

2. Comprensión de las figuras geométricas en niños de 6-9 años [How do six to nine year-old children understand geometrical shapes];Bernabeu;Educación Matemática,2017

3. The role of 2D and 3D mental rotation in mathematics for young children: What is it? Why does it matter? And what can we do about it?;Bruce;ZDM Mathematics Education,2015

4. Early childhood teacher education: The case of geometry;Clements;Journal of Mathematics Teacher Education,2011

5. Research methods in education (6th ed.);Cohen,2007

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