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From process to object in teachers' introductory algebra discourse

International journal of mathematical education in science and technology, 2024-09, Vol.55 (8), p.1814-1830

2024

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Fostering Students’ Development of Productive Representation Systems for Infinite Series

The Mathematics Enthusiast, 2024-08, Vol.21 (3), p.633-672

2024

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Differential cognitive correlates in processing symbolic and situational mathematics

Infant and child development, 2024-07, Vol.33 (4), p.n/a

2024

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Exploring cultural dynamism of ethnomodelling as a pedagogical action for students from minority cultural groups

ZDM, 2024-06, Vol.56 (3), p.423-434

2024

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On inequalities for A-Berezin radius of operators

Afrika mathematica, 2024-06, Vol.35 (2), Article 44

2024

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Verbalized arithmetic principles correlate with mathematics achievement

British journal of educational psychology, 2024-03, Vol.94 (1), p.41-57

2024

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Several identities and relations related to q-analogues of Pochhammer k-symbol with applications to Fuss–Catalan–Qi numbers

Afrika mathematica, 2024-03, Vol.35 (1), Article 21

2024

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Changes in Students’ Mathematical Competencies at the Beginning of Higher Education Within the Last Decade at a German University

International journal of science and mathematics education, 2023-12, Vol.21 (8), p.2325-2347

2023

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Reconnecting with the mathematical thought of the Mesoamerican numbers in Ixil: an onto-epistemological dialogue

ZDM, 2023-11, Vol.55 (6), p.1067-1083

2023

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The development of young children's mathematical mark making

Mathematics Teaching, 2023-10 (288), p.28-31

2023

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Combined use of the extended theory of connections and the onto-semiotic approach to analyze mathematical connections by relating the graphs of f and f

Educational studies in mathematics, 2023-09, Vol.114 (1), p.63-88

2023

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Learning from English and Kuwaiti children’s transcoding errors: how might number names be temporarily adapted to assist learning of place value?

Educational studies in mathematics, 2023-09, Vol.114 (1), p.149-172

2023

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Some applications of third-order differential subordination for analytic functions involving k-Ruscheweyh derivative operator

Afrika mathematica, 2023-06, Vol.34 (2), Article 29

Seoudy, Tamer M.

2023

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Preschoolers prior formal mathematics education engage numerical magnitude representation rather than counting principles in symbolic ±1 arithmetic: Evidence from the operational momentum effect

Developmental science, 2023-05, Vol.26 (3), p.e13322-n/a

2023

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Patterns of symbolic numerical magnitude processing and working memory as predictors of early mathematics performance

European journal of psychology of education, 2023-03, Vol.38 (1), p.311-332

2023

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Teaching the development of mathematical symbols to preschool children

Journal of Namibian studies, 2023-01, Vol.34

2023

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Understanding the dis-embodied representation of continuity in terms of a strongly embodied representation

Cogent Education, 2022-12, Vol.9 (1)

2022

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Historical knowledge and mathematics education: a recent debate and a case study on the different readings of history and its didactical transposition

ZDM, 2022-12, Vol.54 (7), p.1449-1461

2022

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Students’ Use of Prior Conceptions of Symbols in Finding an Equation for a Horizontal Translation of the Graph of a Function

International journal of science and mathematics education, 2022-12, Vol.20 (8), p.1699-1717

2022

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Introducing equations in early algebra

ZDM, 2022-11, Vol.54 (6), p.1151-1167

Radford, Luis

2022

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Connecting characterizations of equivalence of expressions: design research in Grade 5 by bridging graphical and symbolic representations

Educational studies in mathematics, 2022-11, Vol.111 (3), p.399-422

2022

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Is a substitute the same? Learning from lessons centering different relational conceptions of the equal sign

ZDM, 2022-11, Vol.54 (6), p.1199-1213

2022

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The role of variables in relational thinking: an interview study with kindergarten and primary school children

ZDM, 2022-11, Vol.54 (6), p.1181-1197

Lenz, Denise

2022

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Starting points: understanding children’s pre-instructional intuitions about function tables

ZDM, 2022-11, Vol.54 (6), p.1363-1376

2022

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Comparison of Two Semiotic Perspectives: How Do Students Use Representations in Physics?

Physical Review Physics Education Research, 2022-09, Vol.18 (2), p.020120, Article 020120

2022

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From process to object in teachers' introductory algebra discourse

Fostering Students’ Development of Productive Representation Systems for Infinite Series

Differential cognitive correlates in processing symbolic and situational mathematics

Exploring cultural dynamism of ethnomodelling as a pedagogical action for students from minority cultural groups

On inequalities for A-Berezin radius of operators

Verbalized arithmetic principles correlate with mathematics achievement

Several identities and relations related to q-analogues of Pochhammer k-symbol with applications to Fuss–Catalan–Qi numbers

Changes in Students’ Mathematical Competencies at the Beginning of Higher Education Within the Last Decade at a German University

Reconnecting with the mathematical thought of the Mesoamerican numbers in Ixil: an onto-epistemological dialogue

The development of young children's mathematical mark making

Combined use of the extended theory of connections and the onto-semiotic approach to analyze mathematical connections by relating the graphs of f and f

Learning from English and Kuwaiti children’s transcoding errors: how might number names be temporarily adapted to assist learning of place value?

Some applications of third-order differential subordination for analytic functions involving k-Ruscheweyh derivative operator

Preschoolers prior formal mathematics education engage numerical magnitude representation rather than counting principles in symbolic ±1 arithmetic: Evidence from the operational momentum effect

Patterns of symbolic numerical magnitude processing and working memory as predictors of early mathematics performance

Teaching the development of mathematical symbols to preschool children

Understanding the dis-embodied representation of continuity in terms of a strongly embodied representation

Historical knowledge and mathematics education: a recent debate and a case study on the different readings of history and its didactical transposition

Students’ Use of Prior Conceptions of Symbols in Finding an Equation for a Horizontal Translation of the Graph of a Function

Introducing equations in early algebra

Connecting characterizations of equivalence of expressions: design research in Grade 5 by bridging graphical and symbolic representations

Is a substitute the same? Learning from lessons centering different relational conceptions of the equal sign

The role of variables in relational thinking: an interview study with kindergarten and primary school children

Starting points: understanding children’s pre-instructional intuitions about function tables

Comparison of Two Semiotic Perspectives: How Do Students Use Representations in Physics?

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