International group for the psychology of mathematics education

By Eva Jablonka. 2008

366 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/7627ce5971dcf02fa8d243c6bad80d6c545d0177

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Citations in the corpus

The prevalence of area-under-a-curve and anti-derivative conceptions over Riemann sum-based conceptions in students’ explanations of definite integrals (2015, background): “to look at the effects of using Riemann sums (not area under a curve) as the primary motivator of integration, which is based on recommendations found in the literature that this may be beneficial for students (see [19,21,40,41]).”
Planning for Mathematics Instruction: A Model of Experienced Teachers' Planning Processes in the Context of Reform Mathematics Curriculum (2015, background): “Researchers have found that for teachers with extensive experience teaching with more conventional methods and curricula questioned the value and relevance of reform curricula (Manouchehri & Goodman, 1998; Preston & Lambdin, 1995).”
Teaching Johnny not to fall for phish (2010, methodology): “For example, in an experiment about teaching decimal places, students who were presented with concepts and then procedures in an interleaved fashion performed better than students who were first presented with all of the concepts and then presented with all of the procedures [Koedinger 2002; Johnson”
Overview of research on the educational use of video games (2006, background): “The results are particularly strong, as the different research designs and research teams replicate the results – totalling approximately 200 students in the controlled studies of Super Tangrams and a similar number in the research on Phoenix Quest (Klawe, 1998; Sedighian & Sedighian, 1996, 1997).”
Experimental Evaluation of the Effects of a Research-Based Preschool Mathematics Curriculum (2008, background): “Nevertheless, evaluations suggest that these materials can increase preschoolers’ mathematics experiences, strengthening the development of their knowledge of number or geometry (Clements, 1984; Clements, Sarama Griffin & Case, 1997; Razel & Eylon, 1991).”
LEARNERS’ UNDERSTANDING OF THE DEFINITIONS AND HIERARCHICAL CLASSIFICATION OF QUADRILATERALS: TOWARDS A THEORETICAL FRAMING (2007, background): “The terms ‘concept image’ and ‘concept definition’ were introduced by Vinner and Hershkowitz (1980) in the context of the learning of some simple geometrical concepts, and developed by Tall and Vinner (1981) in the context of more sophisticated mathematical ideas of limits and continuity.”