Difference between revisions of "Amy Ellis"
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== Publications == | == Publications == | ||
[[Amy Ellis|Ellis, A. B.]] (2011). [[Ellis (2011)|Generalizing-promoting actions: How classroom collaborations can support students' mathematical generalizations]]. ''[[Journal for Research in Mathematics Education]]'', 42(4), 308–345. | |||
[[Amy Ellis|Ellis, A. B.]] (2007). [[Ellis (2007) JRME|Connections between generalizing and justifying: Students' reasoning with linear relationships]]. ''[[Journal for Research in Mathematics Education]]'', 38(3), 194–229. | [[Amy Ellis|Ellis, A. B.]] (2007). [[Ellis (2007) JRME|Connections between generalizing and justifying: Students' reasoning with linear relationships]]. ''[[Journal for Research in Mathematics Education]]'', 38(3), 194–229. | ||
Latest revision as of 01:17, 16 November 2013
Amy Ellis is an associate professor of mathematics education at the University of Wisconsin–Madison.
- Faculty Profile: http://ci.education.wisc.edu/ci/people/faculty/amy-ellis
- Web Site: https://sites.google.com/site/badgerellis/
- Google+ Profile: https://plus.google.com/109648072263438099605/about
Publications
Ellis, A. B. (2011). Generalizing-promoting actions: How classroom collaborations can support students' mathematical generalizations. Journal for Research in Mathematics Education, 42(4), 308–345.
Ellis, A. B. (2007). Connections between generalizing and justifying: Students' reasoning with linear relationships. Journal for Research in Mathematics Education, 38(3), 194–229.
Ellis, A. B. (2007). A taxonomy for categorizing generalizations: Generalizing actions and reflection generalizations. Journal of the Learning Sciences, 16(2), 221-262.
Ellis, A. B. (2007). The influence of reasoning with emergent quantities on students' generalizations. Cognition and Instruction, 25(4), 439-478.
Lobato, J., Clarke, D., & Ellis, A. B. (2005). Initiating and eliciting in teaching: A reformulation of telling. Journal for Research in Mathematics Education, 36(2), 101–136.