Fan Homeomorphisms in the Plane

By Yatsuka Nakamura. 2002

263 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/053321d8de41dd271332f913efb7e6d3de719561

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Citations in the corpus

From arithmetical thought to algebraic thought: The role of the “variable” (2009, background): “These conclusions can be functional in the research of the epistemological obstacles (Sierpinska 1994) to the arithmetic–algebra transition.”
The array representation and primary children’s understanding and reasoning in multiplication (2009, background): “(p. 67) Sierpinska (1994) identified acts of understanding as being the mental experience associated with linking what is to be understood with the ‘basis’ for that understanding, and the processes of understanding involving links being made between acts of understanding through reasoning processes.”
International group for the psychology of mathematics education (2008, methodology): “Skemp R. R. (1993). The Psychology of Learning Mathematics. London: Penguin. Smith, A., & Wohlstetter, P. (2001). Reform Through School Network: A new Kind of Authority and Accountability.”
Democratic Access to Powerful Mathematical Ideas (2008, background): “The whole issue of understanding (Sierpinska, 1994) is, therefore, the key to defining the potential that mathematical ideas can have once located in the domain of human learning.”
On the analytic solution of magnetohydrodynamic flows of non-Newtonian fluids over a stretching sheet (2003, methodology): “The homotopy analysis method is based on a basic concept in topology, i.e. homotopy (Hilton 1953) that is widely applied in numerical techniques (Alexander & Yorke 1978; Chan & Keller 1982; Dinar & Keller 1985; Grigolyuk & Shalashilin 1991).”
The concept and role of theory in mathematics education (2006, unknown): “Examples of this are the “process-object duality” of mathematical concepts and “reification” (Sfard, 1991), “procept” (Tall, 1991), “concept image”, “epistemological obstacle” (Bachelard, 1938; Sierpinska, 1994), the “epistemological triad” (Steinbring, 1989), “S and I rationales for learning” (Mell”