| LDR | | 01811nmm uu200409 4500 |
| 001 | | 000000333113 |
| 005 | | 20240805172221 |
| 008 | | 181129s2018 |||||||||||||||||c||eng d |
| 020 | |
▼a 9780438004535 |
| 035 | |
▼a (MiAaPQ)AAI10812194 |
| 035 | |
▼a (MiAaPQ)steinhardt.nyu:10568 |
| 040 | |
▼a MiAaPQ
▼c MiAaPQ
▼d 248032 |
| 082 | 0 |
▼a 510 |
| 100 | 1 |
▼a Thoms, Michael. |
| 245 | 10 |
▼a Attending to Variance and Invariance: The Construction of Algebraic Structure Sense. |
| 260 | |
▼a [S.l.] :
▼b New York University.,
▼c 2018 |
| 260 | 1 |
▼a Ann Arbor :
▼b ProQuest Dissertations & Theses,
▼c 2018 |
| 300 | |
▼a 401 p. |
| 500 | |
▼a Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A. |
| 500 | |
▼a Adviser: Orit Zaslavsky. |
| 502 | 1 |
▼a Thesis (Ph.D.)--New York University, 2018. |
| 520 | |
▼a In this study I explore the construction of algebraic structure sense through engaging students in task sequences designed to elicit the development of competencies related to this understanding. The primary task-design principle employed in thi |
| 520 | |
▼a To answer RQ1, I present three cases studies exemplifying correct and partially correct constructions using the Recognizing, Building-with, and Constructing (RBC) nested model of epistemic actions, and introduce transcript data from other interv |
| 590 | |
▼a School code: 0146. |
| 650 | 4 |
▼a Mathematics education. |
| 650 | 4 |
▼a Curriculum development. |
| 690 | |
▼a 0280 |
| 690 | |
▼a 0727 |
| 710 | 20 |
▼a New York University.
▼b Teaching and Learning. |
| 773 | 0 |
▼t Dissertation Abstracts International
▼g 79-10A(E). |
| 773 | |
▼t Dissertation Abstract International |
| 790 | |
▼a 0146 |
| 791 | |
▼a Ph.D. |
| 792 | |
▼a 2018 |
| 793 | |
▼a English |
| 856 | 40 |
▼u http://www.riss.kr/pdu/ddodLink.do?id=T14998015
▼n KERIS |
| 980 | |
▼a 201812
▼f 2019 |
| 990 | |
▼a 관리자 |