Journal of mathematical behavior
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Journal of mathematical behavior. Sunan : AYŞEGÜL DURMAZ Makale taraması. Temalar : . 1- Problem çözme 2-Matematik ve teknoloji 3-Teoriden pratiğe , somuttan soyuta 4-Pedagojik alan bilgisi 5-Kesirler 6-Orantısal akıl yürütme 7-İspat 8-Matematik eğitimi araştırmaları

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Journal of mathematical behavior

Journal of mathematicalbehavior

Sunan : AYŞEGÜL DURMAZ

Makale taraması


Temalar

Temalar :

  • 1- Problem çözme

  • 2-Matematik ve teknoloji

  • 3-Teoriden pratiğe , somuttan soyuta

  • 4-Pedagojik alan bilgisi

  • 5-Kesirler

  • 6-Orantısal akıl yürütme

  • 7-İspat

  • 8-Matematik eğitimi araştırmaları

  • 9-Matematik alıştırmaları

  • 10-Nedensellik ve muhakeme

  • 11-Başarı ve başarısızlık

  • 12-Öğrencilerin matematik yaklaşımları

  • 13-Öğretmenlerin rolü ve yaklaşımı

  • 14-Cebir

  • 15-Olasılık , sonsuzluk ,hareket , hız ve ivme konularının işlenmesi


1 tema

1. Tema

  • Problem çözme


Problem solving problem zme

Problem solving: PROBLEM ÇÖZME

  • Mathematical problem solving and learning mathematics: What we expect students to obtainThe Journal of Mathematical Behavior, Volume 24, Issues 3-4, 2005, Pages 325-340Kazuhiko Nunokawa 

  • The place of problem solving in contemporary mathematics curriculum documentsThe Journal of Mathematical Behavior, Volume 24, Issues 3-4, 2005, Pages 341-350 Kaye Stacey


Problem zme

Problem çözme

  • Problem-solving, proving, and learning: The relationship between problem-solving processes and learning opportunities in the activity of proof constructionThe Journal of Mathematical Behavior, Volume 24, Issues 3-4, 2005, Pages 351-360Keith Weber

  • Interactions between subgoals and understanding of problem situations in mathematical problem solvingThe Journal of Mathematical Behavior, Volume 20, Issue 2, 2nd Quarter 2001, Pages 187-205Kazuhiko Nunokawa


Problem zme1

Problem çözme

  • Conditions for promoting reasoning in problem solving: Insights from a longitudinal studyThe Journal of Mathematical Behavior, Volume 24, Issues 3-4, 2005, Pages 361-372John M. Francisco, Carolyn A. Maher   

  • A mathematical competition as a problem solving and a mathematical education experienceThe Journal of Mathematical Behavior, Volume 24, Issues 3-4, 2005, Pages 373-384Lucia Grugnetti, François Jaquet   


Problem zme2

Problem çözme

  • Why do U.S. and Chinese students think differently in mathematical problem solving?: Impact of early algebra learning and teachers’ beliefsThe Journal of Mathematical Behavior, Volume 23, Issue 2, 2004, Pages 135-167Jinfa Cai 

  • Generalized and generative thinking in US and Chinese students’ mathematical problem solving and problem posingThe Journal of Mathematical Behavior, Volume 21, Issue 4, 2002, Pages 401-421Jinfa Cai, Stephen Hwang   


Problem zme3

Problem çözme

  • “I’m not very good at solving problems”: An exploration of students’ problem solving behavioursThe Journal of Mathematical Behavior, Volume 27, Issue 3, 2008, Pages 228-241Tracey Muir, Kim Beswick, John Williamson

  • Planning teaching an unfamiliar mathematics problem: The role of teachers’ experience in solving the problem and watching pupils solving itThe Journal of Mathematical Behavior, Volume 24, Issues 3-4, 2005, Pages 253-274Roza Leikin, Sally Kawass   


Problem zme4

Problem ÇÖZME

  • Mathematical problem solving: What we know and where we are goingThe Journal of Mathematical Behavior, Volume 24, Issues 3-4, 2005, Pages 217-220Jinfa Cai, Joanna Mamona-Downs, Keith Weber   Jinfa Cai, Frank K. Lester JrKai Fai Ho, John G. Hedberg 

  • Mathematical problem solving in didactic institutions as a complex system: The case of elementary calculusThe Journal of Mathematical Behavior, Volume 20, Issue 1, 1st Quarter 2001, Pages 43-53Michaël Pichat, Graciela Ricco


Problem zme5

Problem çözme

  • The evolution of mathematical explorations in open-ended problem-solving situationsThe Journal of Mathematical Behavior, Volume 24, Issues 3-4, 2005, Pages 302-324Victor V. Cifarelli, Jinfa Cai 

  • The identity of problem solvingThe Journal of Mathematical Behavior, Volume 24, Issues 3-4, 2005, Pages 385-401


Problem zme6

Problem çözme

  • Children’s use of realistic considerations in problem solving: some English evidenceThe Journal of Mathematical Behavior, Volume 22, Issue 4, 2003, Pages 449-463Barry Cooper, Tony Harries 

  • The role of operating premises and reasoning paths in upper elementary students’ problem solvingThe Journal of Mathematical Behavior, Volume 23, Issue 1, 2004, Pages 63-73Carmel M. Diezmann 


Problem zme7

PROBLEM ÇÖZME

  • On the interaction of visualization and analysis: the negotiation of a visual representation in expert problem solvingThe Journal of Mathematical Behavior, Volume 21, Issue 3, 2002, Pages 303-317Despina A. Stylianou   


2 tema

2. tema

  • Matematik ve Teknoloji


Matematik ve te k noloji

Matematik ve teKnoloji

  • Perspectives on technology mediated learning in secondary school mathematics classroomsThe Journal of Mathematical Behavior, Volume 22, Issue 1, 2003, Pages 73-89Merrilyn Goos, Peter Galbraith, Peter Renshaw, Vince Geiger 

  • Problem solving in technology rich contexts: Mathematics sense making in out-of-school environments(Journal of Mathematical Behavior, Volume 24, Issues 3-4, 2005, Pages 275-286Tom Lowrie   )


Matematik ve teknoloji

Matematik ve teknoloji

  • Peer interactions in a computer lab: reflections on results of a case study involving web-based dynamic geometry sketchesThe Journal of Mathematical Behavior, Volume 24, Issue 1, 2005, Pages 89-107Margaret P.

  • High school students’ understandings of geometric transformations in the context of a technological environmentThe Journal of Mathematical Behavior, Volume 22, Issue 1, 2003, Pages 55-72Karen F. Hollebrands   


Matematik ve teknoloji1

Matematik ve teknoloji

  • From exercises and tasks to problems and projects: Unique contributions of computers to innovative mathematics educationThe Journal of Mathematical Behavior, Volume 19, Issue 1, Spring 2000, Pages 9-47Douglas H. Clements

  • Students’ use of technological features while solving a mathematics problemThe Journal of Mathematical Behavior, Volume 25, Issue 3, 2006, Pages 252-266Hollylynne Stohl Lee, Karen F. Hollebrands


Matematik ve teknoloji2

Matematik ve teknoloji

  • Learning beginning algebra with spreadsheets in a computer intensive environmentThe Journal of Mathematical Behavior, Volume 27, Issue 1, 2008, Pages 48-63Michal Tabach, Rina Hershkowitz, Abraham Arcavi 

  • A case study of different types of arguments emerging from explorations in an interactive computerized environmentThe Journal of Mathematical Behavior, Volume 25, Issue 2, 2006, Pages 153-169


Matematik ve teknoloji3

Matematik ve teknoloji

  • “Then you can take half … almost” — Elementary students learning bar graphs and pie charts in a computer-based contextThe Journal of Mathematical Behavior, Volume 25, Issue 2, 2006, Pages 116-135Lisbeth Åberg-Bengtsson   

  • Factors affecting the process of proficient mental addition and subtraction: case studies of flexible and inflexible computersThe Journal of Mathematical Behavior, Volume 23, Issue 4, 2004, Pages 443-463Ann M. Heirdsfield, Tom J. Cooper 


Matematik ve teknoloji4

Matematik ve teknoloji

  • Using interactive algebra software to support a discourse communityThe Journal of Mathematical Behavior, Volume 23, Issue 1, 2004, Pages 37-62Azita  Manouchehri    


3 tema

3. TEMA

  • Teoriden Pratiğe ,Somuttan soyuta


Teor den prat e somuttan soyuta

TEORİDEN PRATİĞE , SOMUTTAN SOYUTA

  • Moving from rhetoric to praxis: Issues faced by teachers in having students consider multiple solutions for problems in the mathematics classroomThe Journal of Mathematical Behavior, Volume 24, Issues 3-4, 2005, Pages 287-301Edward A. Silver, Hala Ghousseini, Dana Gosen, Charalambos Charalambous, Beatriz T. Font Strawhun   Joanna Mamona-Downs, Martin Downs

  • Reducing abstraction: The case of constructing an operation table for a groupThe Journal of Mathematical Behavior, Volume 20, Issue 2, 2nd Quarter 2001, Pages 163-172Orit Hazzan 


Teor den prat e somuttan soyuta1

TEORİDEN PRATİĞE , SOMUTTAN SOYUTA

  • On the relation of abstract and concrete in scientists’ graph interpretations: A case studyThe Journal of Mathematical Behavior, Volume 25, Issue 4, 2006, Pages 318-333Wolff-Michael Roth, SungWon Hwang   

  • From patterns to theories: conditions for conceptual changeThe Journal of Mathematical Behavior, Volume 19, Issue 2, Summer 2000, Pages 247-271Carolyn A. Maher, Amy M. Martino


Teor den prat e somuttan soyuta2

TEORİDEN PRATİĞE , SOMUTTAN SOYUTA

  • Does mathematical learning occur in going from concrete to abstract or in going from abstract to concrete?The Journal of Mathematical Behavior, Volume 25, Issue 4, 2006, Pages 334-344Wolff-Michael Roth, SungWon Hwang 

  • On the pedagogical insight of mathematicians: ‘Interaction’ and ‘transition from the concrete to the abstract’The Journal of Mathematical Behavior, Volume 24, Issue 2, 2005, Pages 191-215Paola Iannone, Elena Nardi 


4 tema

4. TEMA

  • PEDAGOJİK ALAN BİLGİSİ


Pedagojik alan bilgisi

Pedagojik alan bilgisi

  • On the pedagogical insight of mathematicians: ‘Interaction’ and ‘transition from the concrete to the abstract’The Journal of Mathematical Behavior, Volume 24, Issue 2, 2005, Pages 191-215Paola Iannone, Elena Nardi

  • Teachers’ pedagogies and their impact on students’ mathematical problem solvingThe Journal of Mathematical Behavior, Volume 24, Issues 3-4, 2005, Pages 238-252


Pedagojik alan bilgisi1

Pedagojik alan bilgisi

  • Solution representations and pedagogical representations in Chinese and U.S. classroomsThe Journal of Mathematical Behavior, Volume 24, Issues 3-4, 2005, Pages 221-23

  • Developing preservice teachers' pedagogical content knowledge of slopeThe Journal of Mathematical Behavior, Volume 20, Issue 2, 2nd Quarter 2001, Pages 207-227Sheryl L. Stump   


Pedagojik alan bilgisi2

Pedagojik alan bilgisi

  • Beyond mathematical content knowledge: A mathematician's knowledge needed for teaching an inquiry-oriented differential equations courseThe Journal of Mathematical Behavior, Volume 26, Issue 3, 2007, Pages 247-266Joseph F. Wagner, Natasha M. Speer, Bernd Rossa   


5 tema

5. TEMA

  • KESİRLER


Fractions kes rler

FRACTIONS: KESİRLER

  • A new hypothesis concerning children’s fractional knowledgeThe Journal of Mathematical Behavior, Volume 20, Issue 3, 2001, Pages 267-307Leslie P. Steffe

  • Teacher and students’ joint production of a reversible fraction conceptionThe Journal of Mathematical Behavior, Volume 23, Issue 1, 2004, Pages 93-114Ron Tzur   8.


Kesirler

kesirler

  • A quantitative analysis of children's splitting operations and fraction schemesThe Journal of Mathematical Behavior, Volume 28, Issues 2-3, June-September 2009, Pages 150-161Anderson Norton, Jesse L.M. Wilkins 

  • Numerical knowledge as enabling and constraining fraction knowledge: an example of the reorganization hypothesisThe Journal of Mathematical Behavior, Volume 21, Issue 2, 2002, Pages 167-190Barry D. Biddlecomb 


Kesirler1

kesirler

  • Children’s sense-making of division of fractionsThe Journal of Mathematical Behavior, Volume 22, Issue 3, 2003, Pages 319-334Sylvia Bulgar 

  • Tracing fourth graders’ learning of fractions: early episodes from a year-long teaching experimentThe Journal of Mathematical Behavior, Volume 22, Issue 2, 2003, Pages 113-132Elena P. Steencken, Carolyn A. Maher   The Journal of Mathematical Behavior, Volume 22, Issue 2, 2003, Pages 133-179Wanda K. Nabors   


Kesirler2

kesirler

  • Fractional commensurate, composition, and adding schemes: Learning trajectories of Jason and Laura: Grade 5The Journal of Mathematical Behavior, Volume 22, Issue 3, 2003, Pages 237-295Leslie P Steffe   

  • Making sense of instruction on fractions when a student lacks necessary fractional schemes: The case of TimThe Journal of Mathematical Behavior, Volume 25, Issue 1, 2006, Pages 18-45John Olive, Eugenia Vomvoridi   


Kesirler3

kesirler

  • A collective chain of signification in conceptualizing fractions: a case of a fourth-grade classThe Journal of Mathematical Behavior, Volume 22, Issue 2, 2003, Pages 181-211Adalira Sáenz-Ludlow

  • The construction of an iterative fractional scheme: the case of JoeThe Journal of Mathematical Behavior, Volume 20, Issue 4, 2001, Pages 413-437John Olive, Leslie P. Steffe 


Kesirler4

Kesirler

  • Students’ whole number multiplicative concepts: A critical constructive resource for fraction composition schemesThe Journal of Mathematical Behavior, Volume 28, Issue 1, March 2009, Pages 1-18Amy J. Hackenberg, Erik S. Tillema

  • Long-term effects of building on informal knowledge in a complex content domain: the case of multiplication of fractionsThe Journal of Mathematical Behavior, Volume 19, Issue 3, 3rd Quarter 2000, Pages 307-332Nancy K. Mack   


6 tema

6.TEMA

  • ORANTISAL AKIL YÜRÜTME


Proportional reasoning orantisal ak l y r tme

Proportionalreasoning: orantisal akıl yürütme

  • Teaching and classroom experiments dealing with fractions and proportional reasoningThe Journal of Mathematical Behavior, Volume 22, Issue 2, 2003, Pages 107-111Gary E. Davis

  • From fractions to proportional reasoning: a cognitive schemes of operation approachThe Journal of Mathematical Behavior, Volume 22, Issue 2, 2003, Pages 133-179Wanda K. Nabors 


Orantisal akil y r tme

Orantisal akil yürütme

  • From parts and wholes to proportional reasoning

    The Journal of Mathematical Behavior, Volume 22, Issue 3, 2003, Pages 213-216,Gary E Davis

  • Mapping and development of intuitive proportional thinkingThe Journal of Mathematical Behavior, Volume 20, Issue 3, 2001, Pages 321-336Constantinos Christou, George Philippou


Orantisal akil y r tme1

ORANTISAL AKIL YÜRÜTME

  • Diagnostic assessment of children’s proportional reasoningThe Journal of Mathematical Behavior, Volume 22, Issue 3, 2003, Pages 335-368Christina Misailidou, Julian Williams

  • A comparison of ratios and fractions and their roles as tools in proportional reasoningThe Journal of Mathematical Behavior, Volume 22, Issue 3, 2003, Pages 297-317Matthew R Clark, Sarah B Berenson, Laurie O Cavey 


7 tema

7.TEMA

  • İSPAT


Proofs ispatlar

Proofs: ispatlar

  • Traditional instruction in advanced mathematics courses: a case study of one professor’s lectures and proofs in an introductory real analysis courseThe Journal of Mathematical Behavior, Volume 23, Issue 2, 2004, Pages 115-133Keith Weber 

  • Small-group searches for mathematical proofs and individual reconstructions of mathematical conceptsThe Journal of Mathematical Behavior, Volume 23, Issue 4, 2004, Pages 465-492Draga Vidakovic, William O. Martin   


Journal of mathematical behavior

İspat:

  • Proof validation in real analysis: Inferring and checking warrantsThe Journal of Mathematical Behavior, Volume 24, Issue 2, 2005, Pages 125-134Lara Alcock, Keith Weber   4Susan Magidson 

  • Should proof be minimal? Ms T's evaluation of secondary school students’ proofsThe Journal of Mathematical Behavior, Volume 28, Issue 1, March 2009, Pages 58-67Pessia Tsamir, Dina Tirosh, Tommy Dreyfus, Ruthi Barkai, Michal Tabach


Journal of mathematical behavior

İspat:

  • Undergraduate mathematics majors’ writing performance producing proofs and counterexamples about continuous functionsThe Journal of Mathematical Behavior, Volume 28, Issue 1, March 2009, Pages 68-77Yi-Yin Ko, Eric Knuth

  • How syntactic reasoners can develop understanding, evaluate conjectures, and generate counterexamples in advanced mathematicsThe Journal of Mathematical Behavior, Volume 28, Issues 2-3, June-September 2009, Pages 200-208Keith Weber


Journal of mathematical behavior

İspat:

  • A sense-making approach to proof: Strategies of students in traditional and problem-based number theory coursesThe Journal of Mathematical Behavior, Volume 25, Issue 1, 2006, Pages 73-90Jennifer Christian Smith

  • Students’ understanding of mathematical objects in the context of transformational geometry: Implications for constructing and understanding proofsThe Journal of Mathematical Behavior, Volume 25, Issue 3, 2006, Pages 196-207Neil Portnoy, Todd A. Grundmeier, Karen J. Graham


8 tema

8.tema

  • Matematik eğitimi araştırmaları


Matematik e itimi ara t rmalar

Matematik eğitimi araştırmaları

  • High-stakes assessment as a tool for promoting mathematical literacy and the democratization of mathematics educationThe Journal of Mathematical Behavior, Volume 21, Issue 4, 2002, Pages 499-514Miriam Amit, Michael N.

  • The wholes that are greater than the sum of their parts: employing cooperative learning in mathematics teachers’ educationThe Journal of Mathematical Behavior, Volume 23, Issue 2, 2004, Pages 223-256Roza Leikin


Matematik e itimi ara t malr

Matematik Eğitimi araştımalrı

  • Mathematics education: Procedures, rituals and man's search for meaningThe Journal of Mathematical Behavior, Volume 26, Issue 1, 2007, Pages 1-10Shlomo Vinner 

  • Research, practice, uncertainty and responsibilityThe Journal of Mathematical Behavior, Volume 25, Issue 4, 2006, Pages 267-284Ole Skovsmose 


Matematik e itimi ara tirmalari

Matematik eğitimi araştirmalari

  • Building bridges within mathematics education: Teaching, research, and instructional design

    The Journal of Mathematical Behavior, Volume 24, Issue 2, 2005, Pages 135-169Susan Magidson

  • Problem-driven research in mathematics educationThe Journal of Mathematical Behavior, Volume 19, Issue 2, Summer 2000, Pages 141-173Abraham Arcavi 


9 tema

9.tema

  • Matematik alıştırmaları


Mathemat cal pract ces matemat k al t rmalar

MATHEMATİCAL PRACTİCES : MATEMATİK ALİŞTİRMALARİ

  • Classroom mathematical practices in differential equationsThe Journal of Mathematical Behavior, Volume 21, Issue 4, 2002, Pages 459-490Michelle Stephan, Chris Rasmussen

  • Classroom mathematical practices and gesturingThe Journal of Mathematical Behavior, Volume 23, Issue 3, 2004, Pages 301-323Chris Rasmussen, Michelle Stephan, Karen Allen   


Matemat k al t rmalar

MATEMATİK ALİŞTİRMALARİ

  • How do domains of knowledge integrate into mathematics teachers’ practice?The Journal of Mathematical Behavior, Volume 26, Issue 4, 2007, Pages 312-327Isabel Escudero, Victoria Sánchez   

  • Moving students through steps of mathematical knowing: An account of the practice of an elementary mathematics teacher in transitionThe Journal of Mathematical Behavior, Volume 19, Issue 1, Spring 2000, Pages 83-107Karen Heinz, Margaret Kinzel, Martin A. Simon, Ron Tzur


Matemat k al t rmalar1

MATEMATİK ALİŞTİRMALARİ

  • Mathematics in the home: Homework practices and mother–child interactions doing mathematicsThe Journal of Mathematical Behavior, Volume 25, Issue 2, 2006, Pages 136-152Janet S. Hyde, Nicole M. Else-Quest, Martha W. Alibali, Eric Knuth, Thomas Romberg   7. Ilana Lavy 

  • Research, practice, uncertainty and responsibilityThe Journal of Mathematical Behavior, Volume 25, Issue 4, 2006, Pages 267-284Ole Skovsmose


10 tema

10. tema

  • Nedensellik ve muhakeme


Nedensellik ve muhakeme

Nedensellik ve muhakeme

  • Mathematical reasoning in calculus textbook exercisesThe Journal of Mathematical Behavior, Volume 23, Issue 4, 2004, Pages 405-427Johan Lithner 

  • Types of reasoning required in university exams in mathematicsThe Journal of Mathematical Behavior, Volume 26, Issue 4, 2007, Pages 348-370Ewa Bergqvist   


Nedensellik ve muhakeme1

Nedensellik ve muhakeme

  • A characterization of dynamic reasoning: Reasoning with time as parameterThe Journal of Mathematical Behavior, Volume 26, Issue 3, 2007, Pages 230-246Karen Allen Keene   

  • Investigating high-school students’ reasoning strategies when they solve linear equationsThe Journal of Mathematical Behavior, Volume 26, Issue 2, 2007, Pages 115-139Mary Ann Huntley, Robin Marcus, Jeremy Kahan, Jane Lincoln Miller 


Nedensellik ve muhakeme2

Nedensellik ve muhakeme

  • Exploring the role of metonymy in mathematical understanding and reasoning: The concept of derivative as an exampleThe Journal of Mathematical Behavior, Volume 25, Issue 1, 2006, Pages 1-17Michelle J. Zandieh, Jessica Knapp   

  • Students’ reflections on their learning experiences: lessons from a longitudinal study on the development of mathematical ideas and reasoningThe Journal of Mathematical Behavior, Volume 24, Issue 1, 2005, Pages 51-71John M. Francisco


Ne d ensellik ve muhakeme

NeDensellik ve muhakeme

  • The role of operating premises and reasoning paths in upper elementary students’ problem solvingThe Journal of Mathematical Behavior, Volume 23, Issue 1, 2004, Pages 63-73Carmel M. Diezmann 

  • Comparing representations and reasoning in children and adolescents with two-year college studentsThe Journal of Mathematical Behavior, Volume 23, Issue 4, 2004, Pages 429-442Barbara Glass 


Nedensellik ve muhakeme3

Nedensellik ve muhakeme

  • An analytical model for studying the development of learners’ mathematical ideas and reasoning using videotape dataThe Journal of Mathematical Behavior, Volume 22, Issue 4, 2003, Pages 405-435Arthur B. Powell, John M. Francisco, Carolyn A. Maher

  • Effects of flawed state assessment preparation materials on students’ mathematical reasoning: a studyThe Journal of Mathematical Behavior, Volume 21, Issue 2, 2002, Pages 225-253Cengiz Alacaci, Ana Pasztor


Nedensellik ve muhakeme4

Nedensellik ve muhakeme

  • Investigating functional thinking in the elementary classroom: Foundations of early algebraic reasoningThe Journal of Mathematical Behavior, Volume 25, Issue 3, 2006, Pages 208-223Elizabeth A. Warren, Tom J. Cooper, Janeen T. Lamb   

  • Quantitative reasoning in a reconceived view of transferThe Journal of Mathematical Behavior, Volume 21, Issue 1, 2002, Pages 87-116Joanne Lobato, Daniel Siebert


11 tema

11.tema

  • Öğrencilerin matematik yaklaşımları


Renc ler n matemat k yakla mlar

ÖĞRENCİLERİN MATEMATİK YAKLAŞİMLARİ

  • New directions in differential equations: A framework for interpreting students' understandings and difficultiesThe Journal of Mathematical Behavior, Volume 20, Issue 1, 1st Quarter 2001, Pages 55-87Chris L. Rasmussen 

  • How do students’ behaviors relate to the growth of their mathematical ideas?The Journal of Mathematical Behavior, Volume 27, Issue 3, 2008, Pages 206-227Lisa B. Warner   


Renc ler n matemat k yakla mlar1

ÖĞRENCİLERİN MATEMATİK YAKLAŞİMLARİ

  • Students connecting mathematical ideas: possibilities in a liberal arts mathematics classThe Journal of Mathematical Behavior, Volume 21, Issue 1, 2002, Pages 75-85Barbara Glass

  • Instances of mathematical thinking among low attaining students in an ordinary secondary classroomThe Journal of Mathematical Behavior, Volume 20, Issue 4, 2001, Pages 461-475Anne Watson


Renc ler n matemat k yakla mlar2

ÖĞRENCİLERİN MATEMATİK YAKLAŞİMLARİ

  • Impact at the student level: a study of the effects of a teacher development intervention on students' mathematical thinkingThe Journal of Mathematical Behavior, Volume 19, Issue 2, Summer 2000, Pages 209-231Roberta Y. Schorr   

  • How students structure their investigations and learn mathematics: insights from a long-term studyThe Journal of Mathematical Behavior, Volume 24, Issue 1, 2005, Pages 1-14Carolyn A. Maher


Renc ler n matemat k yakla mlar3

ÖĞRENCİLERİN MATEMATİK YAKLAŞİMLARİ

  • Coordinating informal and formal aspects of mathematics: student behavior and textbook messagesThe Journal of Mathematical Behavior, Volume 21, Issue 2, 2002, Pages 135-150Manya Raman 

  • Control decisions and personal beliefs: their effect on solving mathematical problemsThe Journal of Mathematical Behavior, Volume 23, Issue 1, 2004, Pages 21-36Carol M. Lerch


Renc ler n matemat k yakla mlar4

ÖĞRENCİLERİN MATEMATİK YAKLAŞİMLARİ

  • What students' learning of representations tells us about constructivismThe Journal of Mathematical Behavior, Volume 19, Issue 4, 4th Quarter 2000, Pages 481-502Andrew Elby

  • Imaginative teaching, creative learningThe Journal of Mathematical Behavior, Volume 23, Issue 3, 2004, Page 257Carolyn A. Maher


Renciler n matemat k yakla mlar

ÖğrencilerİnmatematİKyaklaşİmlarİ

  • Children's understanding of logical and conventional rules in arithmetic algorithmsThe Journal of Mathematical Behavior, Volume 19, Issue 3, 3rd Quarter 2000, Pages 291-305Marta Laupa   

  • Looking at the complexity of two young children's understanding of numberThe Journal of Mathematical Behavior, Volume 25, Issue 3, 2006, Pages 185-195Jennifer S. Thom, Susan E.B. Pirie 


Renc ler n matemat k yakla mlar5

ÖĞRENCİLERİN MATEMATİK YAKLAŞİMLARİ

  • Students’ perceived sociomathematical norms: The missing paradigmThe Journal of Mathematical Behavior, Volume 28, Issues 2-3, June-September 2009, Pages 171-187Esther Levenson, Dina Tirosh, Pessia Tsamir

  • Promoting productive mathematical classroom discourse with diverse students

    The Journal of Mathematical Behavior, Volume 22, Issue 1, 2003, Pages 37-53Dorothy Y. White   


Renc ler n matemat k yakla mlar6

ÖĞRENCİLERİN MATEMATİK YAKLAŞİMLARİ

  • Understanding the complexities of student motivations in mathematics learningThe Journal of Mathematical Behavior, Volume 28, Issues 2-3, June-September 2009, Pages 162-170Janet G. Walter, Janelle Hart 

  • Ways of talking and ways of positioning: Students’ beliefs in an inquiry-oriented differential equations classThe Journal of Mathematical Behavior, Volume 26, Issue 3, 2007, Pages 267-280Mi-Kyung Ju, Oh Nam Kwon


Renc ler n matemat k yakla mlar7

ÖĞRENCİLERİN MATEMATİK YAKLAŞİMLARİ

  • Folding back and the dynamical growth of mathematical understanding: Elaborating the Pirie–Kieren TheoryThe Journal of Mathematical Behavior, Volume 27, Issue 1, 2008, Pages 64-85Lyndon C. Mart

  • Exploring test performance in mathematics: the questions children’s answers raiseThe Journal of Mathematical Behavior, Volume 21, Issue 2, 2002, Pages 203-224Elham Kazemi   


12 tema

12.tema

  • Öğretmenin rolü ve yaklaşımı


Retmen n rolu ve yakla m

ÖĞRETMENİN ROLU VE YAKLAŞİMİ

  • Teacher flexibility in mathematical discussionThe Journal of Mathematical Behavior, Volume 26, Issue 4, 2007, Pages 328-347Roza Leikin, Sariga Dinur   

  • An analysis of the teacher's role in supporting the emergence of symbolizations in one first-grade classroomThe Journal of Mathematical Behavior, Volume 19, Issue 2, Summer 2000, Pages 189-207Kay McClain


Retmen n rol ve yakla m

ÖĞRETMENİN ROLÜ VE YAKLAŞİMİ

  • Prospective elementary teachers use of representation to reason algebraicallyThe Journal of Mathematical Behavior, Volume 28, Issues 2-3, June-September 2009, Pages 188-199Kerri Richardson, Sarah Berenson, Katrina Staley

  • .Prospective teachers’ reactions to Right-or-Wrong tasks: The case of derivatives of absolute value functionsThe Journal of Mathematical Behavior, Volume 25, Issue 3, 2006, Pages 240-251Pessia Tsamir, Shaker Rasslan, Tommy Dreyfus 


13 tema

13. TEMA

  • BAŞARI VE BAŞARISIZLIK


Ba ari ve ba arisizlik

BAŞARI VE BAŞARISIZLIK

  • Understanding metacognitive failureThe Journal of Mathematical Behavior, Volume 21, Issue 3, 2002, Pages 283-302Merrilyn Goos

  • Simplification and repetition of mathematical tasks: a recipe for success or failure?The Journal of Mathematical Behavior, Volume 21, Issue 2, 2002, Pages 191-202Jenny Houssart 


Ba ari ve ba arisizlik1

BAŞARI VE BAŞARISIZLIK

  • Can younger students succeed where older students fail? An examination of third graders' solutions of a division-with-remainder (DWR) problemThe Journal of Mathematical Behavior, Volume 19, Issue 2, Summer 2000, Pages 233-246Yeping Li, Edward A. Silver 

  • Prevailing educational practices for area measurement and students’ failure in measuring areasThe Journal of Mathematical Behavior, Volume 25, Issue 3, 2006, Pages 224-239Konstantinos Zacharos


14 tema

14. TEMA

  • CEBİRSEL DÜŞÜNME


Algebra cebirsel d nme

Algebra:cebirsel düşünme  

  • Attention to meaning by algebra teachersThe Journal of Mathematical Behavior, Volume 27, Issue 2, 2008, Pages 116-127Guershon Harel, Evan Fuller, Jeffrey M. Rabin

  • What “counts” as algebra in the eyes of preservice elementary teachers?The Journal of Mathematical Behavior, Volume 27, Issue 1, 2008, Pages 33-47Ana C. Stephens 


Ceb rsel d nme

CEBİRSEL DÜŞÜNME

  • .Abduction–induction (generalization) processes of elementary majors on figural patterns in algebraThe Journal of Mathematical Behavior, Volume 26, Issue 2, 2007, Pages 140-155F.D. Rivera, Joanne Rossi Becker

  • Supporting the development of algebraic thinking in middle school: a closer look at students’ informal strategiesThe Journal of Mathematical Behavior, Volume 23, Issue 4, 2004, Pages 371-388Debra I. Johanning 


Ceb rsel d nme1

CEBİRSEL DÜŞÜNME

  • Recursive and explicit rules: How can we build student algebraic understanding?The Journal of Mathematical Behavior, Volume 25, Issue 4, 2006, Pages 299-317John K. Lannin, David D. Barker, Brian E. Townsend

  • An analytic conception of equation and teachers’ views of school algebraThe Journal of Mathematical Behavior, Volume 27, Issue 2, 2008, Pages 87-100Daniel Chazan, Michal Yerushalmy, Roza Leikin


Hareket h z ivme

Hareket , hız , ivme

  • Motion, speed, andotherideasthat “should be put in books”TheJournal of MathematicalBehavior, Volume 22, Issue 4, 2003, Pages 465-477Roberta Y. Schorr

  • 2.Representingmotion: an experiment in learningTheJournal of MathematicalBehavior, Volume 22, Issue 1, 2003, Pages 1-35Bob Speiser, ChuckWalter, Carolyn A. Maher

  • Karen in motion: The role of physicalenactment in developing an understanding of distance, time, andspeedTheJournal of MathematicalBehavior, Volume 20, Issue 2, 2nd Quarter 2001, Pages 145-162Tracey Wright 

  • 2.Howstudentsinventrepresentations of motion: A geneticaccountTheJournal of MathematicalBehavior, Volume 19, Issue 4, 4th Quarter 2000, Pages 399-441Bruce L. Sherin

  • 2.Embodiedexperience of velocityandacceleration: a narrativeTheJournal of MathematicalBehavior, Volume 20, Issue 4, 2001, Pages 439-445Peter Liljedahl


Addition and subtraction toplama ve karma

additionandsubtraction: toplama ve çıkarma

  • Fluency in subtraction compared with additionThe Journal of Mathematical Behavior, Volume 20, Issue 1, 1st Quarter 2001, Pages 33-42Constance Kamii, Barbara A. Lewis, Lynn D. Kirkland   5. 

  • Bruneian children's addition and subtraction methodsThe Journal of Mathematical Behavior, Volume 20, Issue 2, 2nd Quarter 2001, Pages 173-186Kenneth Nwabueze 

  • Flexibility and inflexibility in accurate mental addition and subtraction: two case studiesThe Journal of Mathematical Behavior, Volume 21, Issue 1, 2002, Pages 57-74Ann M. Heirdsfield, Tom J. Cooper

  • Factors affecting the process of proficient mental addition and subtraction: case studies of flexible and inflexible computersThe Journal of Mathematical Behavior, Volume 23, Issue 4, 2004, Pages 443-463Ann M. Heirdsfield, Tom J. Cooper 


Probability olasilik

Probability: olasilik

  • An experiment on theteaching of statisticsandprobabilityTheJournal of MathematicalBehavior, Volume 20, Issue 3, 2001, Pages 363-411GuyBrousseau, NadineBrousseau, Virginia Warfield

  • Developingnotions of inferenceusingprobabilitysimulationtoolsTheJournal of MathematicalBehavior, Volume 21, Issue 3, 2002, Pages 319-337HollylynneStohl, James E. Tarr

  • Middleschoolstudents' understanding of the role sample size plays in experimentalprobabilityTheJournal of MathematicalBehavior, Volume 20, Issue 2, 2nd Quarter 2001, Pages 229-245LeslieAspinwall, James E. Tarr

  • Children’suse of part–partcomparisonstoestimateprobabilityTheJournal of MathematicalBehavior, Volume 21, Issue 3, 2002, Pages 357-369AlinaGalvãoSpinillo

  • Samplespacepartitions: An investigative lensTheJournal of MathematicalBehavior, Volume 28, Issue 1, March 2009, Pages 19-29Egan J. Chernoff


Arguments tart ma ve d nme

arguments : tartışma ve düşünme

  • Improving evidential argumentation through statistical sampling: evaluating the effects of a classroom intervention for at-risk 7th-gradersThe Journal of Mathematical Behavior, Volume 23, Issue 3, 2004, Pages 351-370Helena P. Osana, Erin Patria Leath, Shelley E. Thompson   

  • Argumentation and participation in the primary mathematics classroom: Two episodes and related theoretical abductionsThe Journal of Mathematical Behavior, Volume 26, Issue 1, 2007, Pages 60-82Götz Krummheuer 

  • How does building arguments relate to the development of understanding?: A response to the last three papersThe Journal of Mathematical Behavior, Volume 21, Issue 4, 2002, Pages 491-497Bob Speiser   

  • Argumentation, instructional design theory and students’ mathematical learning: a case for coordinating interpretive lensesThe Journal of Mathematical Behavior, Volume 21, Issue 4, 2002, Pages 441-457Joy W. Whitenack, Nancy Knipping 

  •  .What we can learn from analyzing the teacher’s role in collective argumentationThe Journal of Mathematical Behavior, Volume 21, Issue 4, 2002, Pages 423-440Erna Yackel 


Infinity sonsuzluk

infinity: sonsuzluk

  • Howfragile is consolidatedknowledge?: Ben'scomparisons of infinitesetsTheJournal of MathematicalBehavior, Volume 24, Issue 1, 2005, Pages 15-38PessiaTsamir, TommyDreyfus

  • Betweenperceptionandintuition: LearningaboutinfinityTheJournal of MathematicalBehavior, Volume 27, Issue 3, 2008, Pages 188-205FlorenceMihaelaSinger, CristianVoica

  • Comparinginfinitesets a process of abstraction: Thecase of BenTheJournal of MathematicalBehavior, Volume 21, Issue 1, 2002, Pages 1-23PessiaTsamir, TommyDreyfus

  • A childthinkingaboutinfinityTheJournal of MathematicalBehavior, Volume 20, Issue 1, 1st Quarter 2001, Pages 7-19David O. Tall

  • Ben'sconsolidation of knowledgestructuresaboutinfinitesetsTheJournal of MathematicalBehavior, Volume 23, Issue 3, 2004, Pages 271-300TommyDreyfus, PessiaTsamir


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