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Download full textPlaca, Nicora; Simon, Martin A. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2012
This paper demonstrates the explanatory power of the participatory-anticipatory distinction postulated by Tzur and Simon (2004). Using data from our current project, we show how this lens allows us to make sense of seeming inconsistencies in a student's development of a mathematical conception. More broadly, the distinction allows us to observe,…
Descriptors: Mathematical Concepts, Mathematics Instruction, Fractions, Grade 4
