Crossref Citations
This Book has been
cited by the following publications. This list is generated based on data provided by Crossref.
Tall, David
Yevdokimov, Oleksiy
Koichu, Boris
Whiteley, Walter
Kondratieva, Margo
and
Cheng, Ying-Hao
2012.
Proof and Proving in Mathematics Education.
Vol. 15,
Issue. ,
p.
13.
Tall, David
2013.
The SimCalc Vision and Contributions.
p.
449.
Yusof, Yudariah Mohammad
Othman, Mohd. Fauzi Bin
and
Mahmood, Aisha
2014.
Making Students' Thinking Explicit: Learning What They Know about Functions.
p.
256.
Weigand, Hans-Georg
2014.
A discrete approach to the concept of derivative.
ZDM,
Vol. 46,
Issue. 4,
p.
603.
Ismail, Zaleha Binti
Zeynivandnezhad, Fereshteh
Mohammad, Yudariah Binti
and
David, Eric
2014.
Computing in Differential Equations with Mathematical Thinking Approach among Engineering Students.
p.
163.
Tall, David
2014.
Mathematics & Mathematics Education: Searching for Common Ground.
p.
223.
Tall, David
and
Katz, Mikhail
2014.
A cognitive analysis of Cauchy’s conceptions of function, continuity, limit and infinitesimal, with implications for teaching the calculus.
Educational Studies in Mathematics,
Vol. 86,
Issue. 1,
p.
97.
Verhoef, Nellie C.
Coenders, Fer
Pieters, Jules M.
van Smaalen, Daan
and
Tall, David O.
2015.
Professional development through lesson study: teaching the derivative using GeoGebra.
Professional Development in Education,
Vol. 41,
Issue. 1,
p.
109.
Hong, Ye Yoon
and
Thomas, Michael O. J.
2015.
Graphical construction of a local perspective on differentiation and integration.
Mathematics Education Research Journal,
Vol. 27,
Issue. 2,
p.
183.
FitzSimons, Gail E.
2015.
Book Review: Mathematics & mathematics education: searching for common ground. Fried, M. N., & Dreyfus, T. (Eds.) (2014) Mathematics & mathematics education: searching for common ground.
Educational Studies in Mathematics,
Vol. 90,
Issue. 1,
p.
95.
Kidron, Ivy
and
Tall, David
2015.
The roles of visualization and symbolism in the potential and actual infinity of the limit process.
Educational Studies in Mathematics,
Vol. 88,
Issue. 2,
p.
183.
Brizuela, Bárbara M.
Blanton, Maria
Sawrey, Katharine
Newman-Owens, Ashley
and
Murphy Gardiner, Angela
2015.
Children’s Use of Variables and Variable Notation to Represent Their Algebraic Ideas.
Mathematical Thinking and Learning,
Vol. 17,
Issue. 1,
p.
34.
Trzęsicki, Kazimierz
2015.
How are Concepts of Infinity Acquired?.
Studies in Logic, Grammar and Rhetoric,
Vol. 40,
Issue. 1,
p.
179.
Kontorovich, Igor'
2016.
The answer depends on your lecturer.
Research in Mathematics Education,
Vol. 18,
Issue. 3,
p.
283.
Dawkins, Paul Christian
and
Roh, Kyeong Hah
2016.
Promoting Metalinguistic and Metamathematical Reasoning in Proof-Oriented Mathematics Courses: a Method and a Framework.
International Journal of Research in Undergraduate Mathematics Education,
Vol. 2,
Issue. 2,
p.
197.
Hock, Tobias
Heitzer, Johanna
and
Schwank, Inge
2016.
Axiomatisches Denken und Arbeiten im Mathematikunterricht.
Journal für Mathematik-Didaktik,
Vol. 37,
Issue. 1,
p.
181.
Gagatsis, Athanasios
and
Nardi, Elena
2016.
The Second Handbook of Research on the Psychology of Mathematics Education.
p.
187.
Scheiner, Thorsten
2016.
New light on old horizon: Constructing mathematical concepts, underlying abstraction processes, and sense making strategies.
Educational Studies in Mathematics,
Vol. 91,
Issue. 2,
p.
165.
Witzke, Ingo
and
Spies, Susanne
2016.
Domain-Specific Beliefs of School Calculus.
Journal für Mathematik-Didaktik,
Vol. 37,
Issue. S1,
p.
131.
Altman, Renana
and
Kidron, Ivy
2016.
Constructing knowledge about the trigonometric functions and their geometric meaning on the unit circle.
International Journal of Mathematical Education in Science and Technology,
Vol. 47,
Issue. 7,
p.
1048.