Learning and instruction: The journal of the European Association for Research on Learning and Instruction

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  Año 2004, Número 5

  • Seleccionado

    Extending the conceptual change approach to mathematics learning and teaching

    Stella Vosniadou, Lieven Verschaffel

    págs. 445-451

    
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    Understanding the structure of the set of rational numbers: a conceptual change approach

    Stella Vosniadou, Xenia Vamvakoussi

    págs. 453-467

    
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    Making sense of the minus sign or becoming flexible in `negativity¿

    Joëlle Vlassis

    págs. 469-484

    
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    Remedying secondary school students' illusion of linearity: a teaching experiment aiming at conceptual change

    Dirk De Bock, Lieven Verschaffel, An Hessels, Dirk Janssens, Wim Van Dooren

    págs. 485-501

    
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    The development of students¿ understanding of the numerical value of fractions

    Stella Vosniadou, Stamatia Stafylidou

    págs. 503-518

    
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    Number concept and conceptual change: towards a systemic model of the processes of change

    Erno Lehtinen, Kaarina Merenluoto

    págs. 519-534

    
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    What can mathematics education gain from the conceptual change approach? And what can the conceptual change approach gain from its application to mathematics education?

    Pessia Tsamir, Dina Tirosh

    págs. 535-540

    
  • Seleccionado

    The growth of mathematics through conceptual restructuring

    Brian Greer

    págs. 541-548