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On the dual nature of mathematical conceptions: Reflections on processes and objects as different sides of the same coin

https://doi.org/10.1007/bf00302715
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What this work says

Outgoing claims: the papers this work cites, builds on, or argues with.

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A Boolean anthology
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The journal of mathematical behavior
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The magical number seven, plus or minus two: Some limits on our capacity for processing information.
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Evolution of the Function Concept: A Brief Survey
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The Influence of Computing on Mathematical Research and Education
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The Emperor's New Mind
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Imagery and Verbal Processes
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Proceedings of Symposia in Applied Mathematics.
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The Child's Conception of Number.
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The Mathematical Experience.
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The Algorithm Way of Life Is Best
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The Child's Conception of Number
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Evolution of the Function Concept: A Brief Survey, Israel Kleiner
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Relational Understanding and Instrumental Understanding
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Editorial
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Results of The Second NAEP Mathematics Assessment: Secondary School
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Science and Method
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Genetic Epistemology

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inferred← citeshttps://doi.org/10.1007/978-90-481-9729-3_13openalex-snapshot
The Collective Mediation of a High-Stakes Accountability Program: Communities and Networks of Practice
inferred← citeshttps://doi.org/10.1007/978-90-481-9766-8_16openalex-snapshot
Building Mathematical Knowledge in Teaching by Means of Theorised Tools
inferred← citeshttps://doi.org/10.1007/978-90-481-9873-3_9openalex-snapshot
The Persuasive Power of Figures and the Aesthetics of the Dirty Backyards of Statistics in Educational Research
inferred← citeshttps://doi.org/10.1007/978-94-007-2129-6_19openalex-snapshot
Proof in the Western and Eastern Traditions: Implications for Mathematics Education
inferred← citeshttps://doi.org/10.1007/978-94-007-2129-6_2openalex-snapshot
Cognitive Development of Proof
inferred← citeshttps://doi.org/10.1007/978-94-007-4978-8_123openalex-snapshot
Pedagogical Content Knowledge in Mathematics Education
inferred← citeshttps://doi.org/10.1007/978-94-007-4978-8_167openalex-snapshot
Psychological Approaches in Mathematics Education
inferred← citeshttps://doi.org/10.1007/978-94-007-4978-8_2openalex-snapshot
Abstraction in Mathematics Education
inferred← citeshttps://doi.org/10.1007/978-94-007-4978-8_3openalex-snapshot
Actions, Processes, Objects, Schemas (APOS) in Mathematics Education
inferred← citeshttps://doi.org/10.1007/978-94-007-5696-0_12openalex-snapshot
Impact of Classroom Connectivity on Learning and Participation
inferred← citeshttps://doi.org/10.1007/978-94-007-5696-0_22openalex-snapshot
You Can Lead a Horse to Water…: Issues in Deepening Learning Through Deepening Teaching
inferred← citeshttps://doi.org/10.1007/978-94-007-6271-8_4openalex-snapshot
Modeling a Crucial Aspect of Students’ Mathematical Modeling
inferred← citeshttps://doi.org/10.1007/978-94-007-6437-8_24openalex-snapshot
Learning from the Eastern and the Western Debate—The Case of Mathematics Teacher Education
inferred← citeshttps://doi.org/10.1007/978-94-007-6540-5_12openalex-snapshot
Students’ Mathematical Learning in Modelling Activities
inferred← citeshttps://doi.org/10.1007/978-94-007-7155-0_34openalex-snapshot
Contextual Considerations in Probabilistic Situations: An Aid or a Hindrance?
inferred← citeshttps://doi.org/10.1007/978-94-007-7473-5_13openalex-snapshot
Making Sense of Mathematical Reasoning and Proof
inferred← citeshttps://doi.org/10.1007/978-94-009-1465-0_21openalex-snapshot
Higher Mathematics Education
inferred← citeshttps://doi.org/10.1007/978-94-009-1465-0_23openalex-snapshot
Adults and Mathematics (Adult Numeracy)
inferred← citeshttps://doi.org/10.1007/978-94-009-1465-0_26openalex-snapshot
Epistemologies of Mathematics and of Mathematics Education
inferred← citeshttps://doi.org/10.1007/978-94-009-1465-0_29openalex-snapshot
Research and Intervention Programs in Mathematics Education: A Gendered Issue
inferred← citeshttps://doi.org/10.1007/978-94-009-1465-0_9openalex-snapshot
Probability
inferred← citeshttps://doi.org/10.1007/978-94-010-0273-8_12openalex-snapshot
Technology as a Tool for Teaching Undergraduate Mathematics
inferred← citeshttps://doi.org/10.1007/978-94-010-0828-0_9openalex-snapshot
Preparing Teachers for Handling Students’ Mathematical Communication: Gathering Knowledge and Building Tools
inferred← citeshttps://doi.org/10.1007/978-94-010-9046-9_3openalex-snapshot
Key Issues and Trends in Research on Mathematical Education
inferred← citeshttps://doi.org/10.1007/978-94-010-9046-9_36openalex-snapshot
Does Practice Make Perfect?
inferred← citeshttps://doi.org/10.1007/978-94-011-5190-0_3openalex-snapshot
Balancing Complex Human Worlds: Mathematics Education as an Emergent Discipline in Its Own Right
inferred← citeshttps://doi.org/10.1007/978-94-011-5194-8_14openalex-snapshot
Models in Mathematics Education Research: A Broader View of Research Results
inferred← citeshttps://doi.org/10.1007/978-94-011-5194-8_4openalex-snapshot
Balancing Complex Human Worlds: Mathematics Education as an Emergent Discipline in Its Own Right
inferred← citeshttps://doi.org/10.1007/978-94-011-5196-2_3openalex-snapshot
Developmental Research as a Research Method
inferred← citeshttps://doi.org/10.1007/978-94-011-5470-3_14openalex-snapshot
Models in Mathematics Education Research: A Broader View of Research Results
inferred← citeshttps://doi.org/10.1007/978-94-011-5470-3_18openalex-snapshot
Developmental Research as a Research Method
inferred← citeshttps://doi.org/10.1007/978-94-011-5470-3_4openalex-snapshot
Balancing Complex Human Worlds: Mathematics Education as an Emergent Discipline in its own Right
inferred← citeshttps://doi.org/10.1007/978-94-017-1584-3_11openalex-snapshot
Integrating Academic and Practical Knowledge in a Teacher Leaders’ Development Program
inferred← citeshttps://doi.org/10.1007/978-94-017-1584-3_6openalex-snapshot
Knowledge Construction and Diverging Thinking in Elementary & Advanced Mathematics
inferred← citeshttps://doi.org/10.1007/978-94-017-2057-1_4openalex-snapshot
The Gains and the Pitfalls of Reification — The Case of Algebra
inferred← citeshttps://doi.org/10.1007/978-94-017-2057-1_5openalex-snapshot
Images of Rate and Operational Understanding of the Fundamental Theorem of Calculus
inferred← citeshttps://doi.org/10.1007/978-94-017-2211-7_13openalex-snapshot
Limitations of Iconic and Symbolic Representations of Arithmetical Concepts in Early Grades of Primary School
inferred← citeshttps://doi.org/10.1007/978-94-017-2211-7_5openalex-snapshot
The Psychological Nature of Concepts
inferred← citeshttps://doi.org/10.1007/978-94-017-3194-2_11openalex-snapshot
Modeling, Symbolizing, and Tool Use in Statistical Data Analysis
inferred← citeshttps://doi.org/10.1007/978-94-6091-334-1_1openalex-snapshot
Algebra Education: Exploring Topics and Themes
inferred← citeshttps://doi.org/10.1007/978-94-6091-334-1_4openalex-snapshot
Patterns and Formulas
inferred← citeshttps://doi.org/10.1007/978-94-6091-334-1_6openalex-snapshot
Algebra in Function
inferred← citeshttps://doi.org/10.1007/978-94-6091-433-1openalex-snapshot
Hidden Dimensions in the Professional Development of Mathematics Teachers: In-Service Education for and with Teachers
inferred← citeshttps://doi.org/10.1007/978-94-6091-618-2openalex-snapshot
Model-Centered Learning
inferred← citeshttps://doi.org/10.1007/978-94-6091-618-2_14openalex-snapshot
Approaches to Calculus Using Geogebra
inferred← citeshttps://doi.org/10.1007/978-94-6091-618-2_3openalex-snapshot
Toward Model-Centered Mathematics Learning and Instruction Using Geogebra
inferred← citeshttps://doi.org/10.1007/978-94-6091-627-4openalex-snapshot
Processing Mathematics Through Digital Technologies: The Primary Years
inferred← citeshttps://doi.org/10.1007/978-94-6300-549-4_19openalex-snapshot
Concept Maps
inferred← citeshttps://doi.org/10.1007/978-94-6300-549-4_23openalex-snapshot
Koestler’s Theory as a Foundation for Problem-Solving
inferred← citeshttps://doi.org/10.1007/978-94-6300-549-4_24openalex-snapshot
Comparative Study of Three Approaches to Teaching Rates
inferred← citeshttps://doi.org/10.1007/978-94-6300-549-4_26openalex-snapshot
Proportional Reasoning and Percent
inferred← citeshttps://doi.org/10.1007/978-94-6300-549-4_27openalex-snapshot
Rate Teaching Sequence
inferred← citeshttps://doi.org/10.1007/978-94-6300-549-4_30openalex-snapshot
Learning Trajectory
inferred← citeshttps://doi.org/10.1007/978-94-6300-549-4_32openalex-snapshot
From Arithmetic to Algebra
inferred← citeshttps://doi.org/10.1007/978-94-6300-561-6_14openalex-snapshot
Pre-Service and In-Service Mathematics Teachers’ Knowledge and Professional Development
inferred← citeshttps://doi.org/10.1007/978-94-6300-561-6_6openalex-snapshot
Developmental, Sociocultural, Semiotic, and Affect Approaches to the Study of Concepts and Conceptual Development
inferred← citeshttps://doi.org/10.1007/978-94-6300-782-5openalex-snapshot
Teaching and Learning Mathematics through Variation
inferred← citeshttps://doi.org/10.1007/978-94-6300-782-5_2openalex-snapshot
Theory and Development of Teaching Through Variation in Mathematics in China
inferred← citeshttps://doi.org/10.1007/978-94-6300-782-5_8openalex-snapshot
Teaching the Formula of Perfect Square through Bianshi Teaching
inferred← citeshttps://doi.org/10.1007/978-981-10-2791-8_7openalex-snapshot
Practice and Practise in University: What Defines Success and How Does Online Assessment Support Achieving This?
inferred← citeshttps://doi.org/10.1007/978-981-97-1964-8_5openalex-snapshot
Research on Mathematical Thinking
inferred← citeshttps://doi.org/10.1007/bf00163752openalex-snapshot
Crossing the cognitive gap between arithmetic and algebra: Operating on the unknown in the context of equations
inferred← citeshttps://doi.org/10.1007/bf00302627openalex-snapshot
Analogical reasoning and the development of algebraic abstraction
inferred← citeshttps://doi.org/10.1007/bf00571470openalex-snapshot
Creating constructivist environments and constructing creative mathematics
inferred← citeshttps://doi.org/10.1007/bf01273663openalex-snapshot
The gains and the pitfalls of reification — The case of algebra
inferred← citeshttps://doi.org/10.1007/bf01273664openalex-snapshot
Images of rate and operational understanding of the fundamental theorem of calculus
inferred← citeshttps://doi.org/10.1007/bf01274211openalex-snapshot
Learning group isomorphism: A crossroads of many concepts
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