| no |
title |
author |
magazine |
year |
volume |
issue |
page(s) |
type |
| 1 |
An emerging methodology for studying mathematics concept learning and instructional design
|
Simon, Martin A.
|
|
2018
|
52 |
C |
p. 113-121
|
article
|
| 2 |
An empirically-based trajectory for fostering abstraction of equivalent-fraction concepts: A study of the Learning Through Activity research program
|
Kara, Melike
|
|
2018
|
52 |
C |
p. 134-150
|
article
|
| 3 |
An investigation of 6th graders’ solutions of Cartesian product problems and representation of these problems using arrays
|
Tillema, Erik S.
|
|
2018
|
52 |
C |
p. 1-20
|
article
|
| 4 |
Coordinating analytic and visual approaches: Math majors’ understanding of orthogonal Hermite polynomials in the inner product space ℙ n ℝ in a technology-assisted learning environment
|
Caglayan, Günhan
|
|
2018
|
52 |
C |
p. 37-60
|
article
|
| 5 |
Developing and refining a framework for mathematical and linguistic complexity in tasks related to rates of change
|
Zahner, William
|
|
2018
|
52 |
C |
p. 21-36
|
article
|
| 6 |
Difficult dialogs about degenerate cases: A proof script study
|
Brown, Stacy
|
|
2018
|
52 |
C |
p. 61-76
|
article
|
| 7 |
Editorial Board
|
|
|
2018
|
52 |
C |
p. ii
|
article
|
| 8 |
Empirically-based hypothetical learning trajectories for fraction concepts: Products of the Learning Through Activity research program
|
Simon, Martin A.
|
|
2018
|
52 |
C |
p. 188-200
|
article
|
| 9 |
Fostering construction of a meaning for multiplication that subsumes whole-number and fraction multiplication: A study of the Learning Through Activity research program
|
Simon, Martin A.
|
|
2018
|
52 |
C |
p. 151-173
|
article
|
| 10 |
Frameworks for modeling students’ mathematics
|
Norton, Anderson
|
|
2018
|
52 |
C |
p. 201-207
|
article
|
| 11 |
Further elaboration of the Learning Through Activity research program
|
Simon, Martin A.
|
|
2018
|
52 |
C |
p. 224-229
|
article
|
| 12 |
Introduction
|
Simon, Martin
|
|
2018
|
52 |
C |
p. 92-94
|
article
|
| 13 |
Learning Through Activity – Basic research on mathematical cognition
|
Dreyfus, Tommy
|
|
2018
|
52 |
C |
p. 216-223
|
article
|
| 14 |
Matrix multiplication and transformations: an APOS approach
|
Figueroa, Ana Paulina
|
|
2018
|
52 |
C |
p. 77-91
|
article
|
| 15 |
Promoting a concept of fraction-as-measure: A study of the Learning Through Activity research program
|
Simon, Martin A.
|
|
2018
|
52 |
C |
p. 122-133
|
article
|
| 16 |
Promoting reinvention of a multiplication-of-fractions algorithm: A study of the Learning Through Activity research program
|
Simon, Martin A.
|
|
2018
|
52 |
C |
p. 174-187
|
article
|
| 17 |
Simon’s team’s contributions to scientific progress in mathematics education: A commentary on the Learning Through Activity (LTA) research program
|
Tzur, Ron
|
|
2018
|
52 |
C |
p. 208-215
|
article
|
| 18 |
Towards an integrated theory of mathematics conceptual learning and instructional design: The Learning Through Activity theoretical framework
|
Simon, Martin A.
|
|
2018
|
52 |
C |
p. 95-112
|
article
|
Journal description