Add to ORKGColin Foster, Jeremy Hodgen and Dietmar Kuchemann exlore how the use of examples and counter-examples can support students developing understandings of definitions
What’s a real 2D shape? Designing appropriate geometric instructionMairead Hourigan and Aisling Leav...
This particular research is a comparative study where the similarities and differences of geometry c...
Defining and classifying quadrilaterals, though an established component of the school mathematics c...
[First paragraph] Is “telling” the only way to teach definitions in mathematics? How can pupils poss...
This study attempts to answer the question: "how well do preservice elementary teachers identify the...
This study attempts to answer the question: "how well do preservice elementary teachers identify the...
In this study we examine definitions of seven geometric concepts constructed by\ud groups of pre-ser...
Example space consists of a set of examples (more precisely: examples, counter-examples and non-exam...
The knowledge teachers need in order to select and construct useful examples in their mathematics cl...
International audienceThis study concerns the knowledge of two prospective primary teachers about th...
The decisions that teachers make in choosing particulars to illustrate the general are important asp...
The purpose of the current study was to explore pre-service middle school mathematics teachers’ pers...
This research addresses elementary school prospective teachers’ education in geometry and takes plac...
This paper reports an empirical study of students’ classification of sequences before and after meet...
In this paper we consider mathematical definition as a teaching object to be understood and used to ...
What’s a real 2D shape? Designing appropriate geometric instructionMairead Hourigan and Aisling Leav...
This particular research is a comparative study where the similarities and differences of geometry c...
Defining and classifying quadrilaterals, though an established component of the school mathematics c...
[First paragraph] Is “telling” the only way to teach definitions in mathematics? How can pupils poss...
This study attempts to answer the question: "how well do preservice elementary teachers identify the...
This study attempts to answer the question: "how well do preservice elementary teachers identify the...
In this study we examine definitions of seven geometric concepts constructed by\ud groups of pre-ser...
Example space consists of a set of examples (more precisely: examples, counter-examples and non-exam...
The knowledge teachers need in order to select and construct useful examples in their mathematics cl...
International audienceThis study concerns the knowledge of two prospective primary teachers about th...
The decisions that teachers make in choosing particulars to illustrate the general are important asp...
The purpose of the current study was to explore pre-service middle school mathematics teachers’ pers...
This research addresses elementary school prospective teachers’ education in geometry and takes plac...
This paper reports an empirical study of students’ classification of sequences before and after meet...
In this paper we consider mathematical definition as a teaching object to be understood and used to ...
What’s a real 2D shape? Designing appropriate geometric instructionMairead Hourigan and Aisling Leav...
This particular research is a comparative study where the similarities and differences of geometry c...
Defining and classifying quadrilaterals, though an established component of the school mathematics c...