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1. Undergraduate Students' Logical Consistency in Mathematical Thinking: Implications for Teaching and Learning

2. Unitizing Predicates and Reasoning about the Logic of Proofs

3. Fostering Students’ Development of Productive Representation Systems for Infinite Series.

4. Unitizing Predicates and Reasoning About the Logic of Proofs.

9. Assessing the Influence of Syntax, Semantics, and Pragmatics in Student Interpretation of Multiply Quantified Statements in Mathematics

10. Teaching the Representations of Concepts in Calculus: The Case of the Intermediate Value Theorem

11. PERSONAL INFERENCES AS WARRANTS OF UNDERGRADUATE STUDENTS' ARGUMENTS IN CALCULUS CONTEXTS.

12. STUDENTS' INTUITIVE MEANINGS FOR INFINITE SERIES CONVERGENCE AND CORRESPONDING IMPLICATIONS.

13. Student Quantifications as Meanings for Quantified Variables in Complex Mathematical Statements

14. THEO’S REINVENTION OF THE LOGIC OF CONDITIONAL STATEMENTS’ PROOFS ROOTED IN SET-BASED REASONING.

15. THE PRODUCTIVITY OF TRANSFORMATIONAL REASONING: STUDENTS’ WAYS OF UNDERSTANDING CONGRUENCE BASED ON LEARNING EXPERIENCES.

16. Designing Tasks of Introductory Real Analysis to Bridge a Gap Between Students’ Intuition and Mathematical Rigor: the Case of the Convergence of a Sequence

17. Promoting Metalinguistic and Metamathematical Reasoning in Proof-Oriented Mathematics Courses: a Method and a Framework

18. The King and Prisoner Puzzle: A Way of Introducing the Components of Logical Structures

19. Conceptual blending: Student reasoning when proving 'conditional implies conditional' statements

20. Author Correction: Assessing the Influence of Syntax, Semantics, and Pragmatics in Student Interpretation of Multiply Quantified Statements in Mathematics

21. Value-thinking and location-thinking: Two ways students visualize points and think about graphs

22. VARIOUS MEANINGS A STUDENT USES FOR QUANTIFIED VARIABLES IN CALCULUS STATEMENTS: THE CASE OF ZACK.

23. HOW DO UNDERGRADUATE STUDENTS MAKE SENSE OF POINTS ON GRAPHS IN CALCULUS CONTEXTS?

24. The Mayan Activity: A Way of Teaching Multiple Quantifications in Logical Contexts

25. How to Help Students Conceptualize the Rigorous Definition of the Limit of a Sequence

26. An empirical study of students’ understanding of a logical structure in the definition of limit via the ε-strip activity

27. Students’ images and their understanding of definitions of the limit of a sequence

28. Two-dimensional offsets and medial axis transform

29. The ε-strip Activity as an Instructional Tool in Learning Limits of Sequences.

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