Exploring University Mexican Students’ Quality of Intra-Mathematical Connections When Solving Tasks About Derivative Concept
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Publisher
Modestum Publishing Ltd
Subject
Applied Mathematics,Education
Link
https://www.ejmste.com/download/exploring-university-mexican-students-quality-of-intra-mathematical-connections-when-solving-tasks-11160.pdf
Reference54 articles.
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2. Aguilar, S., & Barroso, J. (2015). La triangulación de datos como estrategia en investigación educativa [data triangulation as education researching strategy]. Píxel-Bit. Revista de Medios y Educación, 45, 73-88. https://doi.org/10.12795/pixelbit.2015.i47.05
3. Aguilar-González, Á., Muñoz-Catalán, M. C., & Carrillo, J. (2018). An example of connections between the mathematics teacher’s conceptions and specialised knowledge. EURASIA Journal of Mathematics, Science and Technology Education, 15(2), em1664. https://doi.org/10.29333/ejmste/101598
4. Armas, T. A. D. (2020). Evaluación de la faceta epistémica del conocimiento didáctico-matemático de futuros profesores de matemáticas en el desarrollo de una clase utilizando funciones. Bolema: Mathematics Education Bulletin, 34, 110-131. https://doi.org/10.1590/1980-4415v34n66a06
5. Asiala, M., Cottrill, J., Dubinsky, E., & Schwingendorf, K. (1997). The development of student’s graphical understanding of the derivate. Journal of Mathematical Behavior, 16(4), 399-431. https://doi.org/10.1016/S0732-3123(97)90015-8
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