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A conceptual model of mathematical reasoning for school mathematics

Educational studies in mathematics, 2017-09, Vol.96 (1), p.1-16

2017

Volltextzugriff (PDF)

Early Algebra : Research into Its Nature, Its Learning, Its Teaching

1, 2016

Volltextzugriff (PDF)

Teaching and Learning Algebraic Thinking with 5- To 12-Year-Olds: The Global Evolution of an Emerging Field of Research and Practice

Kieran, Carolyn

1st ed. 2018 edition., 2017

Volltextzugriff (PDF)

The multi-dimensionality of early algebraic thinking: background, overarching dimensions, and new directions

ZDM, 2022-11, Vol.54 (6), p.1131-1150

Kieran, Carolyn

2022

Volltextzugriff (PDF)

Cognition as Communication: Rethinking Learning-by-Talking Through Multi-Faceted Analysis of Students' Mathematical Interactions

Mind, culture and activity, 2001-02, Vol.8 (1), p.42-76

2001

Volltextzugriff (PDF)

Learning Discourse: Discursive approaches to research in mathematics education

1, 2007

Volltextzugriff (PDF)

Coordinating invisible and visible sameness within equivalence transformations of numerical equalities by 10- to 12-year-olds in their movement from computational to structural approaches

ZDM, 2022-11, Vol.54 (6), p.1215-1227

2022

Volltextzugriff (PDF)

Approaches to Algebra: Perspectives for Research and Teaching

1, 1996

Volltextzugriff (PDF)

Characterizing meta-level mathematical discourse and accounting theoretically for its development -- The instructional and the spontaneous

International journal of educational research, 2012-01, Vol.51-52, p.146-150

Kieran, Carolyn

2012

Volltextzugriff (PDF)

Commentary: Characterizing meta-level mathematical discourse and accounting theoretically for its development – The instructional and the spontaneous

International journal of educational research, 2012, Vol.51-52, p.146-150

Kieran, Carolyn

2012

Volltextzugriff (PDF)

Articulating syntactic and numeric perspectives on equivalence: the case of rational expressions

Educational studies in mathematics, 2013-09, Vol.84 (1), p.115-148

2013

Volltextzugriff (PDF)

The Emergence of Symbolic Algebraic Thinking in Primary School

Teaching and Learning Algebraic Thinking with 5- To 12-Year-Olds, 2017, p.3-25

2017

Volltextzugriff (PDF)

The Co-Emergence of Machine Techniques, Paper-and-Pencil Techniques, and Theoretical Reflection: A Study of CAS Use in Secondary School Algebra

International journal of computers for mathematical learning, 2006-10, Vol.11 (2), p.205-263

2006

Volltextzugriff (PDF)

Constructing Knowledge Via a Peer Interaction in a CAS Environment with Tasks Designed from a Task–Technique–Theory Perspective

International journal of computers for mathematical learning, 2009-07, Vol.14 (2), p.121-152

2009

Volltextzugriff (PDF)

Design researchers’ documentational genesis in a study on equivalence of algebraic expressions

ZDM, 2013-12, Vol.45 (7), p.1045-1056

2013

Volltextzugriff (PDF)

Interpreting and Assessing the Answers Given by the CAS Expert: A Reaction Paper

International Journal for Technology in Mathematics Education, 2007-04, Vol.14 (2), p.103

Kieran, Carolyn

2007

Volltextzugriff (PDF)

The Mathematical Discourse of 13-Year-Old Partnered Problem Solving and Its Relation to the Mathematics That Emerges

Educational studies in mathematics, 2001-01, Vol.46 (1/3), p.187-228

Kieran, Carolyn

2001

Volltextzugriff (PDF)

Seeking, Using, and Expressing Structure in Numbers and Numerical Operations: A Fundamental Path to Developing Early Algebraic Thinking

Teaching and Learning Algebraic Thinking with 5- To 12-Year-Olds, 2017, p.79-105

Kieran, Carolyn

2017

Volltextzugriff (PDF)

Implementing a Framework for Early Algebra

Teaching and Learning Algebraic Thinking with 5- To 12-Year-Olds, 2017, p.27-49

2017

Volltextzugriff (PDF)

Algebra Teaching and Learning

Encyclopedia of Mathematics Education, 2020, p.36-44

2020

Volltextzugriff (PDF)

Cultivating Early Algebraic Thinking

Teaching and Learning Algebraic Thinking with 5- To 12-Year-Olds, 2017, p.107-138

2017

Volltextzugriff (PDF)

The False Dichotomy in Mathematics Education Between Conceptual Understanding and Procedural Skills: An Example from Algebra

Vital Directions for Mathematics Education Research, 2013, p.153-171

2013

Volltextzugriff (PDF)

First Encounter with Variables by First and Third Grade Spanish Students

Teaching and Learning Algebraic Thinking with 5- To 12-Year-Olds, 2017, p.261-280

2017

Volltextzugriff (PDF)

Structure Sense at Early Ages: The Case of Equivalence of Numerical Expressions and Equalities

Algebra Structure Sense Development Amongst Diverse Learners, 2022, Vol.1, p.35-66

1, 2022

Volltextzugriff (PDF)

Characteristics of Korean Students’ Early Algebraic Thinking: A Generalized Arithmetic Perspective

Teaching and Learning Algebraic Thinking with 5- To 12-Year-Olds, 2017, p.141-165

2017

Volltextzugriff (PDF)

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A conceptual model of mathematical reasoning for school mathematics

Early Algebra : Research into Its Nature, Its Learning, Its Teaching

Teaching and Learning Algebraic Thinking with 5- To 12-Year-Olds: The Global Evolution of an Emerging Field of Research and Practice

The multi-dimensionality of early algebraic thinking: background, overarching dimensions, and new directions

Cognition as Communication: Rethinking Learning-by-Talking Through Multi-Faceted Analysis of Students' Mathematical Interactions

Learning Discourse: Discursive approaches to research in mathematics education

Coordinating invisible and visible sameness within equivalence transformations of numerical equalities by 10- to 12-year-olds in their movement from computational to structural approaches

Approaches to Algebra: Perspectives for Research and Teaching

Characterizing meta-level mathematical discourse and accounting theoretically for its development -- The instructional and the spontaneous

Commentary: Characterizing meta-level mathematical discourse and accounting theoretically for its development – The instructional and the spontaneous

Articulating syntactic and numeric perspectives on equivalence: the case of rational expressions

The Emergence of Symbolic Algebraic Thinking in Primary School

The Co-Emergence of Machine Techniques, Paper-and-Pencil Techniques, and Theoretical Reflection: A Study of CAS Use in Secondary School Algebra

Constructing Knowledge Via a Peer Interaction in a CAS Environment with Tasks Designed from a Task–Technique–Theory Perspective

Design researchers’ documentational genesis in a study on equivalence of algebraic expressions

Interpreting and Assessing the Answers Given by the CAS Expert: A Reaction Paper

The Mathematical Discourse of 13-Year-Old Partnered Problem Solving and Its Relation to the Mathematics That Emerges

Seeking, Using, and Expressing Structure in Numbers and Numerical Operations: A Fundamental Path to Developing Early Algebraic Thinking

Implementing a Framework for Early Algebra

Algebra Teaching and Learning

Cultivating Early Algebraic Thinking

The False Dichotomy in Mathematics Education Between Conceptual Understanding and Procedural Skills: An Example from Algebra

First Encounter with Variables by First and Third Grade Spanish Students

Structure Sense at Early Ages: The Case of Equivalence of Numerical Expressions and Equalities

Characteristics of Korean Students’ Early Algebraic Thinking: A Generalized Arithmetic Perspective

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