Coordinating informal and formal aspects of mathematics: student behavior and textbook messages

By M. Raman. 2002

56 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/38b20bd526f0daa958ce6014e1dab0a3575c0c77

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Beth Herbel Eisenmann
2. B. Griffiths
3. Matthew A. Cronin
4. V. Mesa

In Education

1. B. Griffiths
2. Beth Herbel Eisenmann
3. Matthew A. Cronin
4. V. Mesa

In Statistics and Probability

1. Beth Herbel Eisenmann
2. B. Griffiths
3. Matthew A. Cronin
4. Cleotilde González
5. V. Mesa

Citations in the corpus

• Why don't well-educated adults understand accumulation? A challenge to researchers, educators, and citizens (2009, background): “People often assume that their initial intuition about a problem is correct unless they receive feedback (Klayman & Ha, 1987; Raman, 2002).”
• From Intended Curriculum to Written Curriculum: Examining the "Voice" of a Mathematics Textbook (2007, background): “The majority of analyses of mathematics textbooks as an objectively given structure have focused on mathematical ideas, their forms of representation, and their organization for student learning (see, e.g., Demana, Schoen, & Waits, 1993; Fuson, Stigler, & Bartsch, 1988; Li, 2000; Raman, 2002; Schmid”
• Textbook mediation of teaching: an example from tertiary mathematics instructors (2012, background): “A handful of analyses conducted with university textbooks have focused on the opportunities to learn mathematics that were afforded to the students (Lithner, 2003, 2004; Mesa, 2010; Raman, 2002, 2004 ).”