A Learning Progression for Elementary Students’ Functional Thinking.
- Published in:
- Mathematical Thinking & Learning, 2017, v. 19, n. 3, p. 143, doi. 10.1080/10986065.2017.1328636
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- Publication type:
- Article
Works by Stephens, Ana C.
Results: 7
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Middle School Mathematics Teachers' Knowledge of Students' Understanding of Core Algebraic Concepts: Equal Sign and Variable.
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- Mathematical Thinking & Learning, 2007, v. 9, n. 3, p. 249, doi. 10.1080/10986060701360910
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- Publication type:
- Article
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A Longitudinal Examination of Middle School Students' Understanding of the Equal Sign and Equivalent Equations.
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- Mathematical Thinking & Learning, 2007, v. 9, n. 3, p. 221, doi. 10.1080/10986060701360902
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- Publication type:
- Article
4
Middle-School Students' Understanding of the Equal Sign: The Books They Read Can't Help.
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- Cognition & Instruction, 2006, v. 24, n. 3, p. 367, doi. 10.1207/s1532690xci2403_3
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- Article
5
Anchoring Problem-Solving and computation Instruction in Context-Rich Learning Environments.
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- Exceptional Children, 2010, v. 76, n. 4, p. 417, doi. 10.1177/001440291007600403
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- Article
6
Unpacking the Connections Between Fractions and Algebra: The Importance of Fraction Schemes and Units Coordination.
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- Investigations in Mathematics Learning, 2024, v. 16, n. 3, p. 180, doi. 10.1080/19477503.2024.2307805
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- Article
7
Middle School Students' Conceptual Understanding of Equations: Evidence from Writing Story Problems.
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- International Journal of Educational Psychology, 2014, v. 3, n. 3, p. 235, doi. 10.4471/ijep.2014.13
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- Article