|
concept image |
2 |
|
cross-curricular concepts |
2 |
|
feedback |
2 |
|
mathematics education |
2 |
|
polysemy |
2 |
|
problem posing |
2 |
|
teacher knowledge |
2 |
|
97 |
1 |
|
affect |
1 |
|
algebra |
1 |
|
algorithm |
1 |
|
angles |
1 |
|
aptness |
1 |
|
area |
1 |
|
areas |
1 |
|
assessment |
1 |
|
automated assessment |
1 |
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billiard task |
1 |
|
boundary objects |
1 |
|
checking solutions |
1 |
|
checking solutions to mathematical problems |
1 |
|
collaborative learning |
1 |
|
commognition |
1 |
|
commognitive framework |
1 |
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complex number bias |
1 |
|
computer-assisted learning |
1 |
|
computing education |
1 |
|
concept definitions |
1 |
|
concepts |
1 |
|
conceptual change |
1 |
|
conflicts |
1 |
|
considerations of aptness |
1 |
|
content |
1 |
|
definite integrals |
1 |
|
definitions and notations |
1 |
|
delphi methods |
1 |
|
discipline of noticing |
1 |
|
discourse |
1 |
|
efficiency in problem solving |
1 |
|
elementary-school mathematics |
1 |
|
emergent responses |
1 |
|
epistemological obstacles |
1 |
|
epistemological status |
1 |
|
exam scripts |
1 |
|
expert problem posing |
1 |
|
experts |
1 |
|
exploration |
1 |
|
exponential and roots |
1 |
|
factorial |
1 |
|
good problems |
1 |
|
graduate students |
1 |
|
graph theory |
1 |
|
group dynamics |
1 |
|
homonymy |
1 |
|
identification reasoning |
1 |
|
identity |
1 |
|
in-service teachers |
1 |
|
instructional interactions |
1 |
|
instructional video clips |
1 |
|
integral calculus |
1 |
|
intellectual need |
1 |
|
intellectual needs |
1 |
|
interesting problems |
1 |
|
international student |
1 |
|
intuitive rules |
1 |
|
inverse function |
1 |
|
inverse functions |
1 |
|
knowledge |
1 |
|
knowledge base for problem posing |
1 |
|
learning-teaching agreement |
1 |
|
linear algebra |
1 |
|
localized considerations |
1 |
|
mathematical competitions |
1 |
|
mathematical problem |
1 |
|
mathematical problem posing |
1 |
|
mathematical processes |
1 |
|
mathematical symbols |
1 |
|
mathematical thinking |
1 |
|
mathematicians’ teaching |
1 |
|
mathematics competitions |
1 |
|
mathematics learning |
1 |
|
meta-didactical transposition |
1 |
|
metacognition |
1 |
|
methodology |
1 |
|
models and modelling |
1 |
|
nesting ideas |
1 |
|
non-examples |
1 |
|
novice researchers |
1 |
|
numeric thinking |
1 |
|
online assessment |
1 |
|
online learning |
1 |
|
online learning and teaching |
1 |
|
parity |
1 |
|
patching |
1 |
|
pedagogical discourse |
1 |
|
polygons |
1 |
|
positioning theory |
1 |
|
praxeologies |
1 |
|
praxeology |
1 |
|
pre-service mathematics teachers |
1 |
|
primary mathematics education |
1 |
|
problem posing strategies |
1 |
|
problem solving |
1 |
|
problem-posing triggers |
1 |
|
procedural knowledge |
1 |
|
procedures |
1 |
|
proof and proving |
1 |
|
proof and proving by elementary students |
1 |
|
proof-based mathematics |
1 |
|
prototypical problems |
1 |
|
real number bias |
1 |
|
reciprocal |
1 |
|
reciprocals |
1 |
|
root concept |
1 |
|
roots |
1 |
|
rules of proof |
1 |
|
sandwich theorem |
1 |
|
script writing |
1 |
|
scriptwriting |
1 |
|
secondary-tertiary transition |
1 |
|
small group interactions |
1 |
|
stack |
1 |
|
subspace |
1 |
|
tacit models |
1 |
|
task organization |
1 |
|
teacher collaboration |
1 |
|
teaching |
1 |
|
teaching assistants |
1 |
|
tertiary mathematics education |
1 |
|
theorems |
1 |
|
topology |
1 |
|
transition to proof |
1 |
|
undergraduate mathematics |
1 |
|
undergraduate mathematics education |
1 |
|
undergraduate tutoring |
1 |
|
understanding |
1 |
|
university mathematics |
1 |
|
university mathematics education |
1 |
|
video clips |
1 |
