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Classification and concept consistency
This article investigates the extent to which undergraduates consistently use a single mechanism as a basis for classifying mathematical objects. We argue that the concept image/concept definition distinction focuses on whether students use an accepted definition but does not necessarily capture the...
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| Main Authors: | , |
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| Format: | Default Article |
| Published: |
2011
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| Subjects: | |
| Online Access: | https://hdl.handle.net/2134/8845 |
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