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Dor Abrahamson researches mathematics learning and teaching. He develops and evaluates theoretical models of these processes by analyzing empirical data collected during implementations of his innovative pedagogical design. Drawing on embodiment and sociocultural paradigms, Abrahamson is particularly interested in modeling how learners coordinate between intuitive and formal views on situated phenomena and what roles teachers play in ushering these coordinations. Abrahamson’s analyses of pedagogical interactions focus on student and teacher use of informal inference, various modalities, media, discursive genres, semiotic systems, and metaphor.
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论文共 160 篇作者统计合作学者相似作者
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Digital Experiences in Mathematics Educationpp.1-13, (2024)
Springer international handbooks of educationpp.1-37, (2023)
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Research Square (Research Square) (2023)
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Educational Studies in Mathematicspp.1-24, (2023)
CONSTRUCTIVIST FOUNDATIONSno. 2 (2023): 220-234
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CONSTRUCTIVIST FOUNDATIONSno. 2 (2023): 253-258
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David DeLiema, Yejin Angela Kwon, Andrea Chisholm, Immanuel Williams,Maggie Dahn,Virginia J. Flood,Dor Abrahamson,Francis F. Steen
CONSTRUCTIVIST FOUNDATIONSno. 2 (2023): 202-206
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The MIT Press eBookspp.179-196, (2022)
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HAL (Le Centre pour la Communication Scientifique Directe) (2022)
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