Students' Images of Problem Contexts when Solving Applied Problems.

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Robotics to promote elementary education pre-service teachers' STEM engagement, learning, and teaching (2015, background): “Through model-eliciting, learners can become more cognizant of mathematical problem solving processes (Moore & Carlson, 2012).”
A Study of Students’ Readiness to Learn Calculus (2015, background): “Several studies (e.g., Carlson 1998; Carlson et al. 2002; Carlson et al. 2010; Moore and Carlson 2012) revealed that attention to the quantities being modeled in a situation, and the ability to think about how one quantity is changing while imagining fixed incremental changes of the other quantity, ”
Identifying Kinds of Reasoning in Collective Argumentation (2014, background): “An examination of the research literature in mathematics education related to reasoning reveals emphases on quantitative reasoning (e.g., Moore & Carlson, 2012), algebraic reasoning (e.g., Blanton & Kaput, 2005), geometric reasoning (e.g., van Hiele, 1986), and reasoning and proof (e.g., Yackel &…”
Decentering: A construct to analyze and explain teacher actions as they relate to student thinking (2016, background): “The curriculum also supports a problem-solving approach to mathematics, where students are expected to apply quantitative reasoning (Carlson et al. 2012; Moore and Carlson 2012) to construct images of applied problems, and developmeaningful formulas and graphs to characterize how quantities in a sit”