Titlebook: Combinatorics and Reasoning; Representing, Justif Carolyn A. Maher,Arthur B. Powell,Elizabeth B. Upt Book 2010 Springer Science+Business Me

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https://doi.org/10.1007/978-3-030-03910-3hapter, we focus on an individual student – we examine Stephanie’s development of combinatorial reasoning. In previous chapters, we saw how Stephanie, working with others and on her own, made sense of the towers and pizza problems. In this chapter we see how Stephanie extended that work. In her exam

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Smart Tourism Embraces Blockchain, of five high school students working under different circumstances. When the students in the longitudinal study entered high school, they no longer worked on problems in class. Instead, the students who remained in the study worked on problems in after-school sessions scheduled by the researchers a

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Jian Xie,Jiaming Wu,Runkai Yangistemological growth of the students. During the longitudinal study, individual clinical interviews were conducted with the students with the goal of capturing the mathematical beliefs that the students might have developed in connection with their experiences in the longitudinal study.

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