Difference between revisions of "Martha Alibali"
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== Publications == | == Publications == | ||
Alibali, M. W., [[Eric Knuth|Knuth, E. J.]], [[Shanta Hattikudur|Hattikudur, S.]], [[Nicole McNeil|McNeil, N. M.]], & [[Ana Stephens|Stephens, A. C.]] (2007). [[Alibali, Knuth, Hattikudur, McNeil, & Stephens (2007)|A longitudinal examination of middle school students’ understanding of the equal sign and equivalent equations]]. Mathematical Thinking and Learning, 9(3), 221–247. | [[Martha Alibali|Alibali, M. W.]], [[Eric Knuth|Knuth, E. J.]], [[Shanta Hattikudur|Hattikudur, S.]], [[Nicole McNeil|McNeil, N. M.]], & [[Ana Stephens|Stephens, A. C.]] (2007). [[Alibali, Knuth, Hattikudur, McNeil, & Stephens (2007)|A longitudinal examination of middle school students’ understanding of the equal sign and equivalent equations]]. Mathematical Thinking and Learning, 9(3), 221–247. | ||
[[Mitchell Nathan|Nathan, M. J.]], [[Scott Long|Long, S. D.]], & Alibali, M. W. (2002). [[Nathan, Long, & Alibali (2002)|The symbol precedence view of mathematical development: A corpus analysis of the rhetorical structure of textbooks]]. Discourse Processes, 33(1), 1–21. doi:10.1207/S15326950DP3301_01 | [[Mitchell Nathan|Nathan, M. J.]], [[Scott Long|Long, S. D.]], & [[Martha Alibali|Alibali, M. W.]] (2002). [[Nathan, Long, & Alibali (2002)|The symbol precedence view of mathematical development: A corpus analysis of the rhetorical structure of textbooks]]. Discourse Processes, 33(1), 1–21. doi:10.1207/S15326950DP3301_01 | ||
[[Category:People|Alibali, Martha]] | [[Category:People|Alibali, Martha]] | ||
Revision as of 08:51, 30 November 2012
Publications
Alibali, M. W., Knuth, E. J., Hattikudur, S., McNeil, N. M., & Stephens, A. C. (2007). A longitudinal examination of middle school students’ understanding of the equal sign and equivalent equations. Mathematical Thinking and Learning, 9(3), 221–247.
Nathan, M. J., Long, S. D., & Alibali, M. W. (2002). The symbol precedence view of mathematical development: A corpus analysis of the rhetorical structure of textbooks. Discourse Processes, 33(1), 1–21. doi:10.1207/S15326950DP3301_01