Irma E Stevens
Datos Biográficos
| ID | 10102367 |
|---|---|
| NOMBRE | Irma E Stevens |
| NOMBRES | Irma E |
| APELLIDO | Stevens |
| FIRMA | STEVENS I E |
| AFILIACIONES | University of Rhode Island |
| ORCID | 0000-0003-1051-9984 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 2 |
| TOTAL DE CITAS | 0 |
| OBRAS COMO AUTOR | 2 |
| OBRAS COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2026 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 0 |
The Role of Multiplicative Objects in Students’ Reasoning With Formulas
Researchers have identified both the affordances of engaging students in symbolization activities and the difficulties students have in constructing meaningful representations of contexts through algebraic expressions and formulas. This article includes clinical interviews and teaching experiments with preservice secondary mathematics teachers focused on engaging them with dynamic geometric contexts to understand their representational activity w…
Competing meanings, perturbation, and engendering shifts in (prospective) teacher meanings
Through building models of student thinking, researchers have identified quantitative reasoning as a foundation for students’ mathematical development. This has generated a need to support teachers’ capacity to teach for such reasoning. In this paper, we discuss a perspective on supporting prospective and practicing teachers in constructing meanings that foreground quantitative reasoning and research-based models of student thinking. We call this…
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The Role of Multiplicative Objects in Students’ Reasoning With Formulas
Researchers have identified both the affordances of engaging students in symbolization activities and the difficulties students have in constructing meaningful representations of contexts through algebraic expressions and formulas. This article includes clinical interviews and teaching experiments with preservice secondary mathematics teachers focused on engaging them with dynamic geometric contexts to understand their representational activity w…
Competing meanings, perturbation, and engendering shifts in (prospective) teacher meanings
Through building models of student thinking, researchers have identified quantitative reasoning as a foundation for students’ mathematical development. This has generated a need to support teachers’ capacity to teach for such reasoning. In this paper, we discuss a perspective on supporting prospective and practicing teachers in constructing meanings that foreground quantitative reasoning and research-based models of student thinking. We call this…
Cognitive and developmental aspects of mathematical skills (2 obras) · Mathematics Education and Teaching Techniques (2 obras) · Statistics Education and Methodologies (2 obras) · Affordance (1 obra) · Algebra over a field (1 obra) · Algebraic number (1 obra) · Cognition (1 obra) · Context (archaeology) (1 obra) · Extant taxon (1 obra) · Multiplicative function (1 obra)