214 results on '"Kontorovich, Igor'"'
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2. Transitioning to proof via writing scripts on the rules of a new discourse
3. A Collaboratively-Derived Research Agenda for E-assessment in Undergraduate Mathematics
4. Not as Straightforward as It Appears: Undergraduates Leverage Areas to Find Definite Integrals
5. Research on Mathematical Thinking
6. Are Learners Referring to the General or the Particular? Discursive Markers of Generic versus Empirical Example-Use
7. The Area Enclosed by a Function Is Not Always the Definite Integral: Relearning through Collaborative Transitioning within a Learning-Support Module
8. Growing Research Groves to Visualize Young Students' Learning in Small Groups
9. How Narratives about the Secondary-Tertiary Transition Shape Undergraduate Tutors' Sense-Making of Their Teaching
10. 'Find the Area Enclosed By...' Parceling an Especially Robust Model of Reasoning among First-Year Students
11. Not as Straightforward as It Appears: Undergraduates Leverage Areas to Find Definite Integrals
12. The Metaphor of Transition for Introducing Learners to New Sets of Numbers
13. When Learning Stumbles upon Identity and Affect: A Loaded Student-Student Collaboration in Linear Algebra
14. The Area Enclosed by a Function Is Not Always the Definite Integral: Relearning Through Collaborative Transitioning Within a Learning-Support Module
15. From Collaborative Construction, Through Whole-Class Presentation, to a Posteriori Reflection: Proof Progression in a Topology Classroom
16. Growing research groves to visualize young students’ learning in small groups
17. The road to “good” problems goes through initial responses to stimulating socio-mathematical situations
18. Would Specialist Problem Posers Endorse Problem-Posing Situations that We Design for Learners? Does It Matter?
19. How narratives about the secondary-tertiary transition shape undergraduate tutors’ sense-making of their teaching
20. “Find the area enclosed by...” Parceling an especially robust model of reasoning among first-year students
21. Mathematics Teachers' First Engagement with Research Articles in Mathematics Education: Sketches of New Praxeologies
22. What Can Be More Challenging than Square-Rooting from Squared Things?
23. Leveraging interdiscursivity to support elementary students in bridging the empirical-deductive gap: the case of parity
24. Implementation of Research on Scriptwriting in an Undergraduate Mathematics Course: A Study of Teacher-Researcher Collaboration
25. What Can We Learn about Students' Mathematical Understanding from Their Writing?
26. From 'Presenting Inquiry Results' to 'Mathematizing at the Board as Part of Inquiry': A Commognitive Look at Familiar Student Practice
27. Minding Mathematicians' Discourses in Investigations of Their Feedback on Students' Proofs: A Case Study
28. FROM ONE KIND OF NUMBERS TO ANOTHER : THE METAPHORS OF EXPANSION AND TRANSITION
29. Theorems or Procedures? Exploring Undergraduates' Methods to Solve Routine Problems in Linear Algebra
30. Problem-Posing Triggers or Where Do Mathematics Competition Problems Come From?
31. Theoretical Framework of Researcher Knowledge Development in Mathematics Education
32. Problem-posing triggers or where do mathematics competition problems come from?
33. Book Review
34. Implementation of research on scriptwriting in an undergraduate mathematics course: a study of teacher-researcher collaboration
35. Pre-university students square-root from squared things: A commognitive account of apparent conflicts within learners' mathematical discourses
36. From “Presenting Inquiry Results” to “Mathematizing at the Board as Part of Inquiry”: A Commognitive Look at Familiar Student Practice
37. Minding mathematicians’ discourses in investigations of their feedback on students’ proofs: a case study
38. Why Do Students Not Check Their Solutions to Mathematical Problems? A Field-Based Hypothesis on Epistemological Status
39. Tacit Models That Govern Undergraduate Reasoning about 'Sub'spaces
40. Theorems or procedures? Exploring undergraduates’ methods to solve routine problems in linear algebra
41. Representing Numbers Multiplicatively
42. The Journey Continues
43. Entering the Terrain
44. Transitioning between Numerical Domains
45. Measuring with Numbers
46. Revisiting Fractions
47. Cycling through Numbers
48. Exploring Variations in Algorithms for Arithmetic Operations
49. Getting Ready to Act
50. Playing with Numbers
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