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Journal of mathematical behavior

Journal of mathematical behavior. Sunan : AYŞEGÜL DURMAZ Makale taraması. Temalar : . 1- Problem çözme 2-Matematik ve teknoloji 3-Teoriden pratiğe , somuttan soyuta 4-Pedagojik alan bilgisi 5-Kesirler 6-Orantısal akıl yürütme 7-İspat 8-Matematik eğitimi araştırmaları

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Journal of mathematical behavior

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  1. Journal of mathematicalbehavior Sunan : AYŞEGÜL DURMAZ Makale taraması

  2. Temalar : • 1- Problem çözme • 2-Matematik ve teknoloji • 3-Teoriden pratiğe , somuttan soyuta • 4-Pedagojik alan bilgisi • 5-Kesirler • 6-Orantısal akıl yürütme • 7-İspat • 8-Matematik eğitimi araştırmaları • 9-Matematik alıştırmaları • 10-Nedensellik ve muhakeme • 11-Başarı ve başarısızlık • 12-Öğrencilerin matematik yaklaşımları • 13-Öğretmenlerin rolü ve yaklaşımı • 14-Cebir • 15-Olasılık , sonsuzluk ,hareket , hız ve ivme konularının işlenmesi

  3. 1. Tema • Problem çözme

  4. Problem solving: PROBLEM ÇÖZME • Mathematical problem solving and learning mathematics: What we expect students to obtainThe Journal of Mathematical Behavior, Volume 24, Issues 3-4, 2005, Pages 325-340Kazuhiko Nunokawa  • The place of problem solving in contemporary mathematics curriculum documentsThe Journal of Mathematical Behavior, Volume 24, Issues 3-4, 2005, Pages 341-350 Kaye Stacey

  5. Problem çözme • Problem-solving, proving, and learning: The relationship between problem-solving processes and learning opportunities in the activity of proof constructionThe Journal of Mathematical Behavior, Volume 24, Issues 3-4, 2005, Pages 351-360Keith Weber • Interactions between subgoals and understanding of problem situations in mathematical problem solvingThe Journal of Mathematical Behavior, Volume 20, Issue 2, 2nd Quarter 2001, Pages 187-205Kazuhiko Nunokawa

  6. Problem çözme • Conditions for promoting reasoning in problem solving: Insights from a longitudinal studyThe Journal of Mathematical Behavior, Volume 24, Issues 3-4, 2005, Pages 361-372John M. Francisco, Carolyn A. Maher    • A mathematical competition as a problem solving and a mathematical education experienceThe Journal of Mathematical Behavior, Volume 24, Issues 3-4, 2005, Pages 373-384Lucia Grugnetti, François Jaquet   

  7. Problem çözme • Why do U.S. and Chinese students think differently in mathematical problem solving?: Impact of early algebra learning and teachers’ beliefsThe Journal of Mathematical Behavior, Volume 23, Issue 2, 2004, Pages 135-167Jinfa Cai  • Generalized and generative thinking in US and Chinese students’ mathematical problem solving and problem posingThe Journal of Mathematical Behavior, Volume 21, Issue 4, 2002, Pages 401-421Jinfa Cai, Stephen Hwang   

  8. Problem çözme • “I’m not very good at solving problems”: An exploration of students’ problem solving behavioursThe Journal of Mathematical Behavior, Volume 27, Issue 3, 2008, Pages 228-241Tracey Muir, Kim Beswick, John Williamson • Planning teaching an unfamiliar mathematics problem: The role of teachers’ experience in solving the problem and watching pupils solving itThe Journal of Mathematical Behavior, Volume 24, Issues 3-4, 2005, Pages 253-274Roza Leikin, Sally Kawass   

  9. Problem ÇÖZME • Mathematical problem solving: What we know and where we are goingThe Journal of Mathematical Behavior, Volume 24, Issues 3-4, 2005, Pages 217-220Jinfa Cai, Joanna Mamona-Downs, Keith Weber   Jinfa Cai, Frank K. Lester JrKai Fai Ho, John G. Hedberg  • Mathematical problem solving in didactic institutions as a complex system: The case of elementary calculusThe Journal of Mathematical Behavior, Volume 20, Issue 1, 1st Quarter 2001, Pages 43-53Michaël Pichat, Graciela Ricco

  10. Problem çözme • The evolution of mathematical explorations in open-ended problem-solving situationsThe Journal of Mathematical Behavior, Volume 24, Issues 3-4, 2005, Pages 302-324Victor V. Cifarelli, Jinfa Cai  • The identity of problem solvingThe Journal of Mathematical Behavior, Volume 24, Issues 3-4, 2005, Pages 385-401

  11. Problem çözme • Children’s use of realistic considerations in problem solving: some English evidenceThe Journal of Mathematical Behavior, Volume 22, Issue 4, 2003, Pages 449-463Barry Cooper, Tony Harries  • The role of operating premises and reasoning paths in upper elementary students’ problem solvingThe Journal of Mathematical Behavior, Volume 23, Issue 1, 2004, Pages 63-73Carmel M. Diezmann 

  12. PROBLEM ÇÖZME • On the interaction of visualization and analysis: the negotiation of a visual representation in expert problem solvingThe Journal of Mathematical Behavior, Volume 21, Issue 3, 2002, Pages 303-317Despina A. Stylianou   

  13. 2. tema • Matematik ve Teknoloji

  14. Matematik ve teKnoloji • Perspectives on technology mediated learning in secondary school mathematics classroomsThe Journal of Mathematical Behavior, Volume 22, Issue 1, 2003, Pages 73-89Merrilyn Goos, Peter Galbraith, Peter Renshaw, Vince Geiger  • Problem solving in technology rich contexts: Mathematics sense making in out-of-school environments(Journal of Mathematical Behavior, Volume 24, Issues 3-4, 2005, Pages 275-286Tom Lowrie   )

  15. Matematik ve teknoloji • Peer interactions in a computer lab: reflections on results of a case study involving web-based dynamic geometry sketchesThe Journal of Mathematical Behavior, Volume 24, Issue 1, 2005, Pages 89-107Margaret P. • High school students’ understandings of geometric transformations in the context of a technological environmentThe Journal of Mathematical Behavior, Volume 22, Issue 1, 2003, Pages 55-72Karen F. Hollebrands   

  16. Matematik ve teknoloji • From exercises and tasks to problems and projects: Unique contributions of computers to innovative mathematics educationThe Journal of Mathematical Behavior, Volume 19, Issue 1, Spring 2000, Pages 9-47Douglas H. Clements • Students’ use of technological features while solving a mathematics problemThe Journal of Mathematical Behavior, Volume 25, Issue 3, 2006, Pages 252-266Hollylynne Stohl Lee, Karen F. Hollebrands

  17. Matematik ve teknoloji • Learning beginning algebra with spreadsheets in a computer intensive environmentThe Journal of Mathematical Behavior, Volume 27, Issue 1, 2008, Pages 48-63Michal Tabach, Rina Hershkowitz, Abraham Arcavi  • A case study of different types of arguments emerging from explorations in an interactive computerized environmentThe Journal of Mathematical Behavior, Volume 25, Issue 2, 2006, Pages 153-169

  18. Matematik ve teknoloji • “Then you can take half … almost” — Elementary students learning bar graphs and pie charts in a computer-based contextThe Journal of Mathematical Behavior, Volume 25, Issue 2, 2006, Pages 116-135Lisbeth Åberg-Bengtsson    • Factors affecting the process of proficient mental addition and subtraction: case studies of flexible and inflexible computersThe Journal of Mathematical Behavior, Volume 23, Issue 4, 2004, Pages 443-463Ann M. Heirdsfield, Tom J. Cooper 

  19. Matematik ve teknoloji • Using interactive algebra software to support a discourse communityThe Journal of Mathematical Behavior, Volume 23, Issue 1, 2004, Pages 37-62Azita  Manouchehri    

  20. 3. TEMA • Teoriden Pratiğe ,Somuttan soyuta

  21. TEORİDEN PRATİĞE , SOMUTTAN SOYUTA • Moving from rhetoric to praxis: Issues faced by teachers in having students consider multiple solutions for problems in the mathematics classroomThe Journal of Mathematical Behavior, Volume 24, Issues 3-4, 2005, Pages 287-301Edward A. Silver, Hala Ghousseini, Dana Gosen, Charalambos Charalambous, Beatriz T. Font Strawhun   Joanna Mamona-Downs, Martin Downs • Reducing abstraction: The case of constructing an operation table for a groupThe Journal of Mathematical Behavior, Volume 20, Issue 2, 2nd Quarter 2001, Pages 163-172Orit Hazzan 

  22. TEORİDEN PRATİĞE , SOMUTTAN SOYUTA • On the relation of abstract and concrete in scientists’ graph interpretations: A case studyThe Journal of Mathematical Behavior, Volume 25, Issue 4, 2006, Pages 318-333Wolff-Michael Roth, SungWon Hwang    • From patterns to theories: conditions for conceptual changeThe Journal of Mathematical Behavior, Volume 19, Issue 2, Summer 2000, Pages 247-271Carolyn A. Maher, Amy M. Martino

  23. TEORİDEN PRATİĞE , SOMUTTAN SOYUTA • Does mathematical learning occur in going from concrete to abstract or in going from abstract to concrete?The Journal of Mathematical Behavior, Volume 25, Issue 4, 2006, Pages 334-344Wolff-Michael Roth, SungWon Hwang  • On the pedagogical insight of mathematicians: ‘Interaction’ and ‘transition from the concrete to the abstract’The Journal of Mathematical Behavior, Volume 24, Issue 2, 2005, Pages 191-215Paola Iannone, Elena Nardi 

  24. 4. TEMA • PEDAGOJİK ALAN BİLGİSİ

  25. Pedagojik alan bilgisi • On the pedagogical insight of mathematicians: ‘Interaction’ and ‘transition from the concrete to the abstract’The Journal of Mathematical Behavior, Volume 24, Issue 2, 2005, Pages 191-215Paola Iannone, Elena Nardi • Teachers’ pedagogies and their impact on students’ mathematical problem solvingThe Journal of Mathematical Behavior, Volume 24, Issues 3-4, 2005, Pages 238-252

  26. Pedagojik alan bilgisi • Solution representations and pedagogical representations in Chinese and U.S. classroomsThe Journal of Mathematical Behavior, Volume 24, Issues 3-4, 2005, Pages 221-23 • Developing preservice teachers' pedagogical content knowledge of slopeThe Journal of Mathematical Behavior, Volume 20, Issue 2, 2nd Quarter 2001, Pages 207-227Sheryl L. Stump   

  27. Pedagojik alan bilgisi • Beyond mathematical content knowledge: A mathematician's knowledge needed for teaching an inquiry-oriented differential equations courseThe Journal of Mathematical Behavior, Volume 26, Issue 3, 2007, Pages 247-266Joseph F. Wagner, Natasha M. Speer, Bernd Rossa   

  28. 5. TEMA • KESİRLER

  29. FRACTIONS: KESİRLER • A new hypothesis concerning children’s fractional knowledgeThe Journal of Mathematical Behavior, Volume 20, Issue 3, 2001, Pages 267-307Leslie P. Steffe • Teacher and students’ joint production of a reversible fraction conceptionThe Journal of Mathematical Behavior, Volume 23, Issue 1, 2004, Pages 93-114Ron Tzur   8.

  30. kesirler • A quantitative analysis of children's splitting operations and fraction schemesThe Journal of Mathematical Behavior, Volume 28, Issues 2-3, June-September 2009, Pages 150-161Anderson Norton, Jesse L.M. Wilkins  • Numerical knowledge as enabling and constraining fraction knowledge: an example of the reorganization hypothesisThe Journal of Mathematical Behavior, Volume 21, Issue 2, 2002, Pages 167-190Barry D. Biddlecomb 

  31. kesirler • Children’s sense-making of division of fractionsThe Journal of Mathematical Behavior, Volume 22, Issue 3, 2003, Pages 319-334Sylvia Bulgar  • Tracing fourth graders’ learning of fractions: early episodes from a year-long teaching experimentThe Journal of Mathematical Behavior, Volume 22, Issue 2, 2003, Pages 113-132Elena P. Steencken, Carolyn A. Maher   The Journal of Mathematical Behavior, Volume 22, Issue 2, 2003, Pages 133-179Wanda K. Nabors   

  32. kesirler • Fractional commensurate, composition, and adding schemes: Learning trajectories of Jason and Laura: Grade 5The Journal of Mathematical Behavior, Volume 22, Issue 3, 2003, Pages 237-295Leslie P Steffe    • Making sense of instruction on fractions when a student lacks necessary fractional schemes: The case of TimThe Journal of Mathematical Behavior, Volume 25, Issue 1, 2006, Pages 18-45John Olive, Eugenia Vomvoridi   

  33. kesirler • A collective chain of signification in conceptualizing fractions: a case of a fourth-grade classThe Journal of Mathematical Behavior, Volume 22, Issue 2, 2003, Pages 181-211Adalira Sáenz-Ludlow • The construction of an iterative fractional scheme: the case of JoeThe Journal of Mathematical Behavior, Volume 20, Issue 4, 2001, Pages 413-437John Olive, Leslie P. Steffe 

  34. Kesirler • Students’ whole number multiplicative concepts: A critical constructive resource for fraction composition schemesThe Journal of Mathematical Behavior, Volume 28, Issue 1, March 2009, Pages 1-18Amy J. Hackenberg, Erik S. Tillema • Long-term effects of building on informal knowledge in a complex content domain: the case of multiplication of fractionsThe Journal of Mathematical Behavior, Volume 19, Issue 3, 3rd Quarter 2000, Pages 307-332Nancy K. Mack   

  35. 6.TEMA • ORANTISAL AKIL YÜRÜTME

  36. Proportionalreasoning: orantisal akıl yürütme • Teaching and classroom experiments dealing with fractions and proportional reasoningThe Journal of Mathematical Behavior, Volume 22, Issue 2, 2003, Pages 107-111Gary E. Davis • From fractions to proportional reasoning: a cognitive schemes of operation approachThe Journal of Mathematical Behavior, Volume 22, Issue 2, 2003, Pages 133-179Wanda K. Nabors 

  37. Orantisal akil yürütme • From parts and wholes to proportional reasoning The Journal of Mathematical Behavior, Volume 22, Issue 3, 2003, Pages 213-216,Gary E Davis • Mapping and development of intuitive proportional thinkingThe Journal of Mathematical Behavior, Volume 20, Issue 3, 2001, Pages 321-336Constantinos Christou, George Philippou

  38. ORANTISAL AKIL YÜRÜTME • Diagnostic assessment of children’s proportional reasoningThe Journal of Mathematical Behavior, Volume 22, Issue 3, 2003, Pages 335-368Christina Misailidou, Julian Williams • A comparison of ratios and fractions and their roles as tools in proportional reasoningThe Journal of Mathematical Behavior, Volume 22, Issue 3, 2003, Pages 297-317Matthew R Clark, Sarah B Berenson, Laurie O Cavey 

  39. 7.TEMA • İSPAT

  40. Proofs: ispatlar • Traditional instruction in advanced mathematics courses: a case study of one professor’s lectures and proofs in an introductory real analysis courseThe Journal of Mathematical Behavior, Volume 23, Issue 2, 2004, Pages 115-133Keith Weber  • Small-group searches for mathematical proofs and individual reconstructions of mathematical conceptsThe Journal of Mathematical Behavior, Volume 23, Issue 4, 2004, Pages 465-492Draga Vidakovic, William O. Martin   

  41. İspat: • Proof validation in real analysis: Inferring and checking warrantsThe Journal of Mathematical Behavior, Volume 24, Issue 2, 2005, Pages 125-134Lara Alcock, Keith Weber   4Susan Magidson  • Should proof be minimal? Ms T's evaluation of secondary school students’ proofsThe Journal of Mathematical Behavior, Volume 28, Issue 1, March 2009, Pages 58-67Pessia Tsamir, Dina Tirosh, Tommy Dreyfus, Ruthi Barkai, Michal Tabach

  42. İspat: • Undergraduate mathematics majors’ writing performance producing proofs and counterexamples about continuous functionsThe Journal of Mathematical Behavior, Volume 28, Issue 1, March 2009, Pages 68-77Yi-Yin Ko, Eric Knuth • How syntactic reasoners can develop understanding, evaluate conjectures, and generate counterexamples in advanced mathematicsThe Journal of Mathematical Behavior, Volume 28, Issues 2-3, June-September 2009, Pages 200-208Keith Weber

  43. İspat: • A sense-making approach to proof: Strategies of students in traditional and problem-based number theory coursesThe Journal of Mathematical Behavior, Volume 25, Issue 1, 2006, Pages 73-90Jennifer Christian Smith • Students’ understanding of mathematical objects in the context of transformational geometry: Implications for constructing and understanding proofsThe Journal of Mathematical Behavior, Volume 25, Issue 3, 2006, Pages 196-207Neil Portnoy, Todd A. Grundmeier, Karen J. Graham

  44. 8.tema • Matematik eğitimi araştırmaları

  45. Matematik eğitimi araştırmaları • High-stakes assessment as a tool for promoting mathematical literacy and the democratization of mathematics educationThe Journal of Mathematical Behavior, Volume 21, Issue 4, 2002, Pages 499-514Miriam Amit, Michael N. • The wholes that are greater than the sum of their parts: employing cooperative learning in mathematics teachers’ educationThe Journal of Mathematical Behavior, Volume 23, Issue 2, 2004, Pages 223-256Roza Leikin

  46. Matematik Eğitimi araştımalrı • Mathematics education: Procedures, rituals and man's search for meaningThe Journal of Mathematical Behavior, Volume 26, Issue 1, 2007, Pages 1-10Shlomo Vinner  • Research, practice, uncertainty and responsibilityThe Journal of Mathematical Behavior, Volume 25, Issue 4, 2006, Pages 267-284Ole Skovsmose 

  47. Matematik eğitimi araştirmalari • Building bridges within mathematics education: Teaching, research, and instructional design The Journal of Mathematical Behavior, Volume 24, Issue 2, 2005, Pages 135-169Susan Magidson • Problem-driven research in mathematics educationThe Journal of Mathematical Behavior, Volume 19, Issue 2, Summer 2000, Pages 141-173Abraham Arcavi 

  48. 9.tema • Matematik alıştırmaları

  49. MATHEMATİCAL PRACTİCES : MATEMATİK ALİŞTİRMALARİ • Classroom mathematical practices in differential equationsThe Journal of Mathematical Behavior, Volume 21, Issue 4, 2002, Pages 459-490Michelle Stephan, Chris Rasmussen • Classroom mathematical practices and gesturingThe Journal of Mathematical Behavior, Volume 23, Issue 3, 2004, Pages 301-323Chris Rasmussen, Michelle Stephan, Karen Allen   

  50. MATEMATİK ALİŞTİRMALARİ • How do domains of knowledge integrate into mathematics teachers’ practice?The Journal of Mathematical Behavior, Volume 26, Issue 4, 2007, Pages 312-327Isabel Escudero, Victoria Sánchez    • Moving students through steps of mathematical knowing: An account of the practice of an elementary mathematics teacher in transitionThe Journal of Mathematical Behavior, Volume 19, Issue 1, Spring 2000, Pages 83-107Karen Heinz, Margaret Kinzel, Martin A. Simon, Ron Tzur

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