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By E. J. Gross

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L is an experienced mathematician and her motivation for finding a justification drives her entire learning process. The researchers inferred her epistemic actions from her detailed notes during the learning experience and from her interaction with the computer. They found an overarching constructing action, within which four secondary constructing actions were nested. These secondary constructing actions relate to different modes of thinking: numerical (C1), algebraic (C2), analytic (C3), and visual (C4).

Dordrecht: Kluwer. , & Fuchs, L. S. (1998). Researchers and teachers working together to adapt instruction for diverse learners. Learning Disabilities Research and Practice, 13, ­126–137. 40 B. B. Schwarz et al. Giest, H. (2005). Zum Verhältnis von Konstruktivismus und Tätigkeitsansatz in der Pädagogik. In F. -L. Braunsteiner, & K.  43–64). : Kompetenzzentrum für Forschung und Entwicklung (Schriftenreihe zur Bildungsforschung – Band 3). , & Ron, G. (in press). Instructional design and research design principles in probability.

2001). Abstraction in context: Epistemic actions. Journal for Research in Mathematics Education, 22, 195–222. , & Lefevre, P. (1986). Conceptual and procedural knowledge in mathematics: An introductory analysis. In J.  1–27). Hillsdale, NJ: Lawrence Erlbaum. Kidron, I. (2008). Abstraction and consolidation of the limit procept by means of instrumented schemes: The complementary role of three different frameworks. Educational Studies in Mathematics, 69(3), 197–216. , & Dreyfus, T. (2007). Justification and interacting parallel constructions of knowledge (Technical report available from the authors).

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