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Bart, W., Post, T., Behr,
M., Lesh, R. (1994).
A diagnostic analysis of a proportional reasoning test
item: An introduction to the properties of a semi-dense
item. Focus
on Learning Problems in Mathematics, 16(3), 1-11.
Behr, M. & Harel, G.
(1990). Understanding
the Multiplicative Structure.
In G. Booker, P. Cobb, & T.N. de Merldicutti (Eds.)
Proceedings of the PME XIV Conference Volume III
(pp. 27-34). Mexico: Consejo Nacional de Ciencia y Technologia,
Gobierno del Estado de Morelos.
Behr, M., Harel, G., Post, T., & Lesh, R. (1994).
Units of quantity: A conceptual
basis common to additive and multiplicative structures.
In G. Harel & J. Confrey (Eds.), The development
of multiplicative reasoning in the learning of mathematics
(pp. 123-180). Albany, NY: SUNY Press.
Behr, M., Harel, G., Post,
T., & Lesh, R. (1993). Rational
Numbers: Toward a Semantic Analysis - Emphasis on the
Operator Construct.
In T. Carpenter, E. Fennema & T. Romberg (Eds.), Rational
Numbers: An Integration of Research (pp. 13-47). Hillsdale,
NJ: Lawrence Erlbaum Associates.
Behr, M., Harel, G., Post,
T., & Lesh, R. (1992). Rational
number, ratio and proportion.
In D. Grouws (Ed.), Handbook of Research on Mathematics
Teaching and Learning (pp. 296-333). NY: Macmillan
Publishing.
Behr, M., Harel, G., Post,
T. & Lesh, R. (1991). The
Operator Construct of Rational Number.
In F. Furinghetti (Ed.) Proceedings of PME XV Conference
(pp. 120-127). Assisi, Italy: PME.
Behr, M., Harel, G., Post,
T., & Lesh, R. (1987). Theoretical
analysis: Structure and hierarchy, missing value proportion
problems. In J.
Bergeron, N. Herscovics, & C. Kieran (Eds.), Proceedings
of the Eleventh International Conference, Psychology of
Mathematics Education PMR - XI Volume II (pp. 269-274).
Montreal, Canada: PME.
Behr, M., Khoury, H., Harel,
G., Post, T., Lesh, R., (1997) Conceptual
Units Analysis of Preservice Elementary School Teachers'
Strategies on a Rational-Number-as-Operator Task.
Journal of Mathematics Education, 28(1), 48-69.
Behr, M., Lesh, R., Post,
T., & Silver E. (1983). Rational
Number Concepts.
In R. Lesh & M. Landau (Eds.), Acquisition of Mathematics
Concepts and Processes, (pp. 91-125). New York: Academic
Press.
Behr, M. & Post, T.
(1992). Teaching
rational number and decimal concepts.
In T. Post (Ed.), Teaching mathematics in grades K-8:
Research-based methods (2nd ed.) (pp. 201-248). Boston:
Allyn and Bacon.
Behr, M., & Post, T.
(1988).
Teaching Rational Number and Decimal Concepts.
In T. Post, (Ed.), Teaching Mathematics in Grades K-8:
Research Based Methods (pp. 190-231). Newton, MA:
Allyn & Bacon, Inc.
Behr, M., & Post, T.
(1986). Estimation
and Children's Concept of Rational Number Size.
In H. Schoen & M. Zweng (Eds.) Estimation and Mental
Computation: 1986 NCTM Yearbook (pp. 103-111). Reston,
VA: National Council of Teachers of Mathematics.
Behr, M., & Post, T.
(1981). The
Effect of Visual Perceptual Distractors on Children's
Logical-Mathematical Thinking in Rational Number Situations.
In T. Post & M. Roberts (Eds.), Proceedings of
the Third Annual Meeting of the North American Chapter
of the International Group for the Psychology of Mathematics
Education (pp. 8-16). Minneapolis: University of Minnesota.
Behr, M., Post, T., &
Lesh R. (1981, July). Construct
Analyses, Manipulative Aids, Representational Systems
and the Learning of Rational Numbers.
In Proceedings of the Fifth Conference of the International
Group for the Psychology of Mathematics Education.
(pp. 203-209). Grenoble, France: PME.
Behr, M., Post, T., Silver,
E., & Mierkiewicz, D. (1980, August). Theoretical
Foundations for Instructional Research on Rational Numbers.
In R. Karplus (Ed.) Proceedings of Fourth Annual Conference
of International Group for Psychology of Mathematics Education
(pp. 60-67). Berkeley, CA: Lawrence Hall of Science.
Behr, M., Reiss, M., Harel,
G., Post, T., & Lesh, R. (1986, July). Qualitative
Proportional Reasoning: Description of Tasks and Development
of Cognitive Structures.
In Proceedings of the Tenth International Conference
for the Psychology of Mathematics Education (PME-10)
(pp. 235-240). London, England.
Behr, M., Wachsmuth, I.,
& Post, T. (1988). Rational
Number Learning Aids: Transfer From Continuous Models
To Discrete Models.
Focus on Learning Problems in Mathematics, 10(4),
1-17.
Behr,
M., Wachsmuth, I., & Post, T. (1985, March). Construct
a Sum: A Measure of Children's Understanding of Fraction
Size.
Journal for Research in Mathematics Education, 16(2),
120-131. A condensed earlier version appeared as On Children's
Quantitative Concept of Rational Number: Construct and
Estimate the Sum. In J. Bergeron & N. Herscovics (Eds.),
Proceedings of the North American Chapter of the International
Group for the Psychology of Mathematics Education
Volume II (pp. 272-79). Montreal, Canada: September 1983.
Behr, M., Wachsmuth, I.,
& Post, T. (1984, August). Tasks
to Assess Children's Perception of the Size of a Fraction.
In A. Bell, B. Low & J. Kilpatrick (Eds.), Theory,
Research and Practice in Mathematical Education (pp.
179-18). Fifth International Congress on Mathematical
Education, South Australia: Shell Centre for Mathematics
Education.
Behr, M., Wachsmuth, I.,
Post T., & Lesh R. (1984, November). Order
and Equivalence of Rational Numbers: A Clinical Teaching
Experiment. Journal
for Research in Mathematics Education, 15(5), 323-341.
Bezuk, N., & Cramer,
K. (1989). Teaching
About Fractions: What, When, and How?
In P. Trafton (Ed.), National Council of Teachers of
Mathematics 1989 Yearbook: New Directions For Elementary
School Mathematics (pp. 156-167). Reston, VA: National
Council of Teachers of Mathematics.
Bright, G., Behr, M., Post,
T., & Wachsmuth, I. (1988, May). Identifying
fractions on number lines.
Journal for Research in Mathematics Education.,
19(3), 215-232.
Conner, G., Harel, G., &
Behr, M. (1988). The
effect of structural variables on the level of difficulty
of missing value proportion problems.
In M. Behr, C. Lacampagne, & M. Wheeler (Eds.), Proceedings
of the Ninth Annual Conference of PME-NA (pp. 65-71).
DeKalb, IL: PME.
Cramer, K., Wyberg, T., & Leavitt, S. (2009).
Fraction Operations and
Initial Decimal Ideas. [Companion module to
RNP: Fraction Lessons for
the Middle Grades]
Cramer,
K. (2003) Using a translation model
for curriculum development and classroom instruction.
In Lesh, R., Doerr, H. (Eds.) Beyond Constructivism.
Models and Modeling Perspectives on Mathematics Problem
Solving, Learning, and Teaching. Lawrence Erlbaum
Associates, Mahwah, New Jersey.
Cramer,
Kathleen (2003). Mathematics for Elementary
and Middle School Teachers: Functions and Proportionality
Course. Unpublished curriculum.
Cramer,
K., (2001) Using
Models to Build Middle-Grade Students' Understanding of
Functions.
Mathematics Teaching in the Middle School. 6 (5),
310-318.
Cramer, K., Behr, M., &
Bezuk, N. (1989, October). Proportional
Relationships and Unit Rates.
Mathematics Teacher, 82 (7), 537-544.
Cramer,
K., Behr, M., Post T., Lesh, R., ( 1997) Rational
Number Project: Fraction Lessons for the Middle Grades
- Level 1,
Kendall/Hunt Publishing Co., Dubuque Iowa.
Cramer, K., Henry, A., (2002) Using
Manipulative Models to Build Number Sense for Addition
of Fractions. National Council of Teachers of Mathematics
2002 Yearbook: Making Sense of Fractions, Ratios, and
Proportions (pp. 41-48). Reston, VA: National Council
of Teachers of Mathematics.
Cramer,
K. & Lesh, R. (1988). Rational
number knowledge of preservice elementary education teachers.
In M. Behr (Ed.), Proceedings of the 10th Annual Meeting
of the North American Chapter of the International Group
for Psychology of Mathematics Education (pp. 425-431).
DeKalb, Il.: PME.
Cramer, K., & Post, T.
(1995). Facilitating
children's development of rational number knowledge.
In D. Owens, M. Reed, and G. Millsaps (Eds.), Proceedings
of the Seventeenth Annual Meeting of PME-NA. (pp.
377-382). Columbus, OH: PME.
Cramer, K. & Post, T.
(1993, May). Connecting
Research To Teaching Proportional Reasoning.
Mathematics Teacher, 86(5), 404-407.
Cramer, K. & Post, T.
(1993, February). Making
connections: A Case for Proportionality.
Arithmetic Teacher, 60(6), 342-346.
Cramer, K., Post, T., &
Behr, M. (1989, September). Interpreting
Proportional Relationships.
Mathematics Teacher, 82 (6), 445-452.
Cramer, K., Post, T., &
Behr, M. (1989, January). Cognitive
Restructuring Ability, Teacher Guidance and Perceptual
Distracter Tasks: An Aptitude Treatment Interaction Study.
Journal for Research in Mathematics Education,
20(1), 103-110.
Cramer, K., Post, T., &
Currier, S. (1993). Learning
and Teaching Ratio and Proportion: Research Implications.
In D. Owens (Ed.), Research Ideas For the Classroom
(pp. 159-178). NY: Macmillan Publishing Company.
Cramer, K. A, Post, T. R., del Mas, R. C. (2002) Initial
Fraction Learning by Fourth- and Fifth-Grade Students:
A Comparison of the Effects of Using Commercial Curricula
With the Effects of Using the Rational Number Project
Curriculum. Journal for Research in Mathematics
Education. 33 (2) 111-144.
Cramer, K., Wyberg, T., & Leavitt, S. (2009). Fraction Operations and
Initial Decimal Ideas. [Companion module to
RNP: Fraction Lessons for the Middle Grades]
Cramer, K., Wyberg, T., & Leavitt, S. (2009).
The Role of Representations in Fraction Addition and Subtraction.
Mathematics Teaching in the Middle School. 13 (8), 490-496.
Harel, G., & Behr, M.
(1995). Teachers'
solutions for multiplicative problems.
Hiroshima Journal of Mathematics Education, 3,
31-51.
Harel, G. & Behr, M.
(1990). The
Construct Theory of Rational Numbers: Toward a Semantic
Analysis. In G.
Booker, P. Cobb, & T.N. de Merldicutti (Eds.) Proceedings
of the PME XIV Conference (pp. 3-10). Mexico: Consejo
Nacional de Ciencia y Technologia, Gobierno del Estado
de Morelos.
Harel, G., & Behr, M.
(1989). Structure
and Hierarchy of Missing Value Proportion Problems and
Their Representations.
Journal of Mathematical Behavior, 8(1), 77-119.
Harel, G., Behr, M., Post,
T. & Lesh, R. (1994). Invariance
of ratio: The case of children's anticipatory scheme of
constancy of taste.
Journal for Research in Mathematics Education,
25(4), 324-345.
Harel, G., Behr, M., Post, T., & Lesh, R. (1994).
The impact of number type on the
solution of multiplication and division problems: Further
considerations. In G. Harel & J. Confrey (Eds.),
The development of multiplicative reasoning in the learning
of mathematics (pp. 365-388). Albany, NY: SUNY Press.
Harel, G., Behr, M., Post,
T., & Lesh, R. (1992). The
Blocks Task: Comparative Analyses of the Task With Other
Proportion Tasks and Qualitative Reasoning Skills of Seventh
Grade Children in Solving the Task.
Cognition and Instruction, 9(1), 45-96.
Harel, G., Behr, M., Post,
T. & Lesh, R. (1991). Variables
Affecting Proportionality: Understanding of Physical Principles,
Formation of Quantitative Relations, and Multiplicative
Invariance. In
F. Furinghetti (Ed.) Proceedings of PME XV Conference
(pp. 125-133). Assisi, Italy: PME.
Harel, G., Behr, M., Post,
T., & Lesh, R. (1987). Qualitative
differences among seventh grade children in solving a
non numerical proportional reasoning blocks task.
In J. Bergeron, N. Herscovics, & C. Kieran (Eds.),
Proceedings of the Eleventh International Conference,
Psychology of Mathematics Education PMR - XI Volume
II (pp. 282-288). Montreal, Canada: PME.
Harel, G., Post, T., &
Behr, M. (1988). An
assessment instrument to examine knowledge of multiplication
and division concepts and its implementation with in-service
teachers. In M.
Behr, C. Lacampagne, & M. Wheeler (Eds.), Proceedings
of the Ninth Annual Conference of PME-NA (pp. 411-417).
DeKalb, IL: PME.
Harel, G., Post, T., &
Behr, M. (1988, July). On
the textual and semantic structures of mapping rule and
multiplicative compare problems.
In A. Borbas (Ed.) Proceedings of the XII International
Congress, Psychology of Mathematics Education (PME)
Volume II (pp. 372-379). Budapest: PME.
Heller , P., Post, T., &
Behr, M. (1985, October).
The Effect of Rate Type, Problem Setting and Rational
Number Achievement on Seventh Grade Students Performance
on Qualitative and Numerical Proportional Reasoning problems.
In S. Damarin & M. Shelton (Eds.), Proceedings
of the seventh General Meeting of the North American chapter
of the International Group for the Psychology of Mathematics
Education (pp. 113-122). Columbus, Ohio: PME.
Heller, P., Ahlgren, A.,
Post, T., Behr, M., & Lesh, R. (1989, March). Proportional
Reasoning: The Effect of Two Context Variables, Rate Type
and Problem Setting.
Journal for Research in Science Teaching, 26(1),
205-220.
Heller, P., Post, T., Behr,
M., & Lesh, R. (1990). Qualitative
and Numerical Reasoning About Fractions and Rates by Seventh
and Eighth Grade Students.
Journal for Research in Mathematics Education,
21(5), 388-402.
Heller, P., Post, T., Behr,
M., & Lesh, R. (unpublished). The
effect of two context variables on qualitative and numerical
reasoning about rates.
Lacampagne,
C., Post, T., Harel, G., Behr, M. (1988, November). A
model for the development of leadership and the assessment
of mathematical and pedagogical knowledge of middle school
teachers.
In M. Behr, C. Lacampagne, & M. Wheeler (Eds.), Proceedings
of the Ninth Annual conference of PME-NA (pp. 418-425).
DeKalb, IL: PME.
Leavitt,
Seth (2003). Creating the Web Pages
for the Rational Number Project.
Unpublished M.Ed. paper.
Lesh, R., Behr, M., &
Post, T. (1987). Rational
Number Relations and Proportions.
In C. Janiver (Ed.), Problems of Representations in
the Teaching and Learning of Mathematics (pp. 41-58).
Hillsdale, NJ: Lawrence Erlbaum.
Lesh, R., Cramer, K., Doerr, H., Post, T., Zawojewski,
J., (2003) Model Development Sequences.
In Lesh, R., Doerr, H. (Eds.) Beyond Constructivism.
Models and Modeling Perspectives on Mathematics Problem
Solving, Learning, and Teaching. Lawrence Erlbaum
Associates, Mahwah, New Jersey.
Lesh, R., Hoover, M., Hole,
B., Kelly, A., Post, T., (2000) Principles
for Developing Thought-Revealing Activities for Students
and Teachers. In
A. Kelly, R. Lesh (Eds.), Research Design in Mathematics
and Science Education. (pp. 591-646). Lawrence Erlbaum
Associates, Mahwah, New Jersey.
Lesh, R., Hoover, M. &
Kelly, A. (1992). Equity,
Technology, and Teacher Development.
In I. Wirszup & R. Streit (Eds.), Developments
in School Mathematics Education Around the World: Volume
3 (pp. ). Reston, VA: National Council of Teachers
of Mathematics.
Lesh, R., Kelly, A., (2000)
Multitiered
Teaching Experiments.
In A. Kelly, R. Lesh (Eds.), Research Design in Mathematics
and Science Education. (pp. 197-230). Lawrence Erlbaum
Associates, Mahwah, New Jersey.
Lesh, R. & Lamon, S. (1992) Assessing
Authentic Mathematical Performance. In R. Lesh &
S. Lamon (Eds.), Assessments of Authentic Performance
in School Mathematics (pp. 17-62). Washington, DC:
American Association for the Advancement of Sciences Press.
Lesh, R. & Lamon, S. (1992).
Introduction: Trends, Goals, and Priorities in Mathematics
Assessment. In R. Lesh & S. Lamon (Eds.), Assessments
of Authentic Performance in School Mathematics (pp.
3-16). Washington, DC: American Association for the Advancement
of Sciences Press.
Lesh, R., Lamon, S., Gong, B. & Post, T. (1992) Using
Learning Progress Maps to Improve Educational Decision
Making. In R. Lesh & S. Lamon (Eds.), Assessments
of Authentic Performance in School Mathematics (pp.
343-375 ). Washington, DC: American Association for the
Advancement of Sciences Press.
Lesh, R., Lamon, S., Lester, F. & Behr, M. (1992)
Future
Directions for Mathematics Assessment. In R. Lesh
& S. Lamon (Eds.), Assessments of Authentic Performance
in School Mathematics (pp. 379-425). Washington, DC:
American Association for the Advancement of Sciences Press.
Lesh, R., Landau, M. &
Hamilton, E. (1983). Conceptual
models in applied mathematical problem solving research.
In R. Lesh & M. Landau (Eds.), Acquisition of Mathematics
Concepts & Processes (pp. 263-343). NY: Academic
Press.
Lesh, R., Post, T., &
Behr, M. (1988). Proportional
Reasoning. In J.
Hiebert & M. Behr (Eds.) Number Concepts and Operations
in the Middle Grades (pp. 93-118). Reston, VA: Lawrence
Erlbaum & National Council of Teachers of Mathematics.
Lesh, R., Post, T., &
Behr, M. (1987). Dienes
revisited: Multiple embodiments in computer environments.
In I. Wirsup & R. Streit (Eds.), Development in
School Mathematics Education Around the World (pp.
647-680). Reston, VA: National Council of Teachers of
Mathematics.
Lesh, R., Post, T., &
Behr, M. (1987). Representations
and Translations among Representations in Mathematics
Learning and Problem Solving.
In C. Janvier, (Ed.), Problems of Representations in
the Teaching and Learning of Mathematics (pp. 33-40).
Hillsdale, NJ: Lawrence Erlbaum.
Orton, R., Post, T., Behr,
M., Cramer, K., Harel, G., & Lesh, R. (1995). Logical
and psychological aspects of rational number pedagogical
reasoning. Hiroshima
Journal of Mathematics Education, 3, 63-75.
Post, T. (1989, September).
One
Point of View - Fractions and Other Rational Numbers.
Arithmetic Teacher, 37(1), 3-28.
Post, T. (1988). Some
notes on the nature of mathematics learning.
In T. Post (Ed.), Teaching Mathematics in Grades K-8:
Research Based Methods (pp. 1-19). Boston: Allyn &
Bacon.
Post, T. (1981). The
Role of Manipulative Materials in the Learning of Mathematical
Concepts. In Selected
Issues in Mathematics Education (pp. 109-131). Berkeley,
CA: National Society for the Study of Education and National
Council of Teachers of Mathematics, McCutchan Publishing
Corporation.
Post, T. (1981, May). Fractions:
Results and Implications from National Assessment.
The Arithmetic Teacher, 28(9), 26-31.
Post, T. (1979). Making
Time for the Basics: Some Thoughts on Viable Alternatives
Within a Balanced Mathematics Program.
In S. Sharron & R. Reys (Eds.), Applications in
School Mathematics, 1979 Yearbook (pp. 352-356). Reston,
VA: National Council of Teachers of Mathematics.
Post, T., Behr, M., &
Lesh, R. (1988). Proportionality
and the development of pre-algebra understandings.
In A. Coxford & A. Shulte (Eds.) The Idea of Algebra
K-12: Yearbook National Council of Teachers of Mathematics
(pp. 78-90). Reston, VA: NCTM.
Post, T., Behr, M., &
Lesh, R. (1986). Research-Based
Observations About Children's Learning of Rational Number
Concepts. Focus
on Learning Problems in Mathematics, 8(1), 39-48.
Post, T., Behr, M., &
Lesh, R. (1982, April). Interpretations
of Rational Number Concepts.
In L. Silvey & J. Smart (Eds.), Mathematics for
Grades 5-9, 1982 NCTM Yearbook (pp. 59-72). Reston,
Virginia: NCTM.
Post, T., Behr, M., Lesh,
R., Wachsmuth, I. (1986, Spring). Selected
Results from the Rational Number Project.
In Proceedings of Ninth Psychology of Mathematics Education
Conference the Netherlands (pp. 342-351). International
Group for the Psychology of Mathematics Education, ANTWERP
The Netherlands. This paper was reprinted in The Math
Times Journal-Official Journal of the Minnesota Council
of Teachers of Mathematics, Vol. 1, No. 1.
Post, T., & Cramer,
K. (1989, March). Knowledge,
Representation and Quantitative Thinking.
In M. Reynolds (Ed.) Knowledge Base for the Beginning
Teacher - Special publication of the AACTE (pp. 221-231).
Oxford: Pergamon Press.
Post, T., & Cramer,
K. (1987, October). Children's
strategies when ordering rational numbers.
Arithmetic Teacher, 35(2), 33-35.
Post, T., Cramer, K., Behr,
M., Lesh, R., & Harel, G. (1993). Curriculum
implications of Research on the Learning, Teaching, and
Assessing of Rational Number Concepts.
In T. Carpenter, E. F& Harel, G. (In press). Designing
instructionally relevant assessment reports. In T. Carpenter
& E. Fennema (Eds.), Research on the Learning,
Teaching, and Assessing of Rational Number Concepts.
Lawrence Erlbaum and Associates.
Post, T., Cramer, K., Harel,
G., Kiernen, T., & Lesh, R. (1998) Research
on rational number, ratio and proportionality.
Proceedings of the Twentieth Annual Meeting of the
North American Chapter of the International Group for
the Psychology of Mathematics Education, PME-NA
XX Volume I (pp. 89-93). Raleigh, North Carolina.
Post, T., Harel, G., Behr,
M. & Lesh, R. (1991).
Intermediate Teachers' Knowledge of Rational Number Concepts.
In E. Fennema, T. Carpenter, S. Lamon (Eds.), Integrating
research on teaching and learning mathematics (pp.
177-198). NY: State University of NY Press.
Post, T., Harel, G., Behr,
M., & Lesh, R. (1988). Intermediate
teachers knowledge of rational number concepts.
In Fennema, et al. (Eds.), Papers from First Wisconsin
Symposium for Research on Teaching and Learning Mathematics
(pp. 194-219). Madison, WI: Wisconsin Center for Education
Research.
Post, T., & Reys, R.
E. (1979). Abstraction
Generalization and Design of Mathematical Experiences
for Children. In
K. Fuson & W. Geeslin (Eds.), Models for mathematics
learning. (pp. 117-139). Columbus, OH: ERIC/SMEAC.
Post T., Wachsmuth I., Lesh
R., & Behr M. (1985, January). Order
and Equivalence of Rational Number: A Cognitive Analysis.
Journal for Research in Mathematics Education,
16(1), 18-36.
Reiss, M., Behr, M., Lesh,
R., & Post, T. (1988, July)
The assessment of cognitive structures in proportional
reasoning. In J.
Bergeron, et al. (Eds.), Proceedings of the Eleventh
International Conference, Psychology of Mathematics Education
PMR - XI Volume II (pp. 310-316). Montreal, Canada:
PME.
Reiss, M., Behr, M., Lesh,
R., & Post, T. (1985, July). Cognitive
Processes And Products in Proportional Reasoning.
In L. Streefland (Ed.), Proceedings of the Ninth International
Conference for the Psychology of Mathematics Education
(pp. 352-356). Noordwijkerhout (Utrecht), Holland: PME.
Titus, J. (1995). The
concept of fractional number among deaf and hard of hearing
students. American
Annals of the Deaf, 140(3), 255-263.
Wachsmuth I., Behr M., &
Post T. (1983, July). Children's
perception of fractions and ratios in grade 5.
In R. Hershkowitz (Ed.), Proceedings of the International
Group for the Psychology of Mathematics Education
VII (pp. 164-169). Rehovot, Israel: Department of Science
Teaching, The Weizmann Institute of Science.
Wachsmuth, I., Bright, G.,
Behr, M., & Post, T. (1986). Assessing
fifth grade children's rational number knowledge in a
non verbal application context: The darts game.
Recherches en Didactique des Mathematiques., 7(3),
51-74.
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