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Revised National Curriculum Statement Grades R-9(Schools)
Department_of_Education (2002)
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Signs and meanings in students' emergent algebraic thinking: a semiotic analysis
Luis Radford Educational Studies in Mathematics42(3):237-268(2000)
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Secondary trainee teachers' understanding of convergence and continuity
F. Eade International Journal of Mathematical Education in Science and Technology34(3):371-384(2003)
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Tacit Models and Infinity
Efraim Fischbein Educational Studies in Mathematics48(2):309-329(2001)
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The Intuition of Infinity
Efraim Fischbein and Dina Tirosh and P. Hess Educational Studies in Mathematics10(1):3-40(1979)
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Humanities students and epistemological obstacles related to limits
Anna Sierpinska Educational Studies in Mathematics18(4):371-397(1987)
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Generalization of patterns: The tension between algebraic thinking and algebraic notation
Rina Zazkis and Peter Liljedahl Educational Studies in Mathematics49(3):379-402(2002)
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Strong and Weak Metaphors for Limits
Michael C. F. Oehrtman Proceedings of the 27th International Conference for the Psychology of Mathematics Education, Honelolu, Hawaii, (2003)
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Some Didactical Variables for the Study of Numerical Sequencesusing a Mathematical Pocket Computer
Ruhal Floris Paper presented at ICME 10, Copenhagen, Denmark. July 4-11, 2004, (2004)
to sequences mythesis ijtme2006 limit by yish on May 30, 2008, 3:25 AM
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Computer-Based Learning Environments in Mathematics
Nicolas Balacheff and James J. Kaput International Handbook of Mathematics Education, Kluwer academic publishers, Dordrect, NL, (1996)
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Cognitive processes in algebraic thinking: Towards a theoretical framework
Ferdinando Arzarello and L. Bazzini and C. Chiappini Proceedings of the 17th International Conference for the Psychology of Mathematics Education(1993)
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Iteration Sequences and their Representations
Hans G. Weigand Educational Studies in Mathematics22(1):411-437(1991)
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Coordinating Representations Through Programming Activities: an example using Logo
Ana I. Sacristán Representations and Mathematics Visualization. Working Group Representations and Mathematics Visualization (1998-2002), North American Chapter of the International Group for the Psychology of Mathematics Education, page127-142. (2002)
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Constructing different concept images of sequences and limits by programming
L. Li and David O. Tall the 17th International Conference for the Psychology of Mathematics Education, 2, page41-48. Tsukuba, Japan., (1993)
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The complex process of converting tools into mathematical instruments: the case of calculators
D. Guin and Luc Trouche International Journal of Computers for Mathematical Learning3(3):195-227(1999)
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Developing and stimulating generalisation thinking processes and skills
Marlene Sasman and Alwyn Olivier and Liora Linchevski Fifth Annual Congress of the Association for Mathematics Education of South Africa, 1, page177-182. Port Elizabeth, Port Elizabeth Technikon, (1999)
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Some Historical Issues and Paradoxes Regarding the Concept of Infinity: An Apos Analysis: Part 2
Ed Dubinsky and Kirk Weller and Michael Mcdonald and Anne Brown Educational Studies in Mathematics60(2):253-266October2005.
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Descriptions and definitions in the teaching of elementary calculus
Victor Giraldo and Luiz Mariano Carvalho and David Tall Proceedings of the 27 thAnnual Conference of the International Group for the Psychology of Mathematics Education(2003)
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Is Small Small Enough? Conceptualisation of the Continuous by Means of the Discrete
Ivy Kidron page145-152. Imperial College Press, (2003)
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Polynomial Approximation of Functions: Historical Perspective and New Tools
Ivy Kidron International Journal of Computers for Mathematical Learning8(3):299--331(2004)
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