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| Fältnamn | Indikatorer | Metadata |
|---|---|---|
| 000 | 02022naa a2200277 4500 | |
| 001 | oai:DiVA.org:hj-25501 | |
| 003 | SwePub | |
| 008 | 150105s2014 | |||||||||||000 ||eng| | |
| 024 | 7 | a https://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-255012 URI |
| 040 | a (SwePub)hj | |
| 041 | a engb eng | |
| 042 | 9 SwePub | |
| 072 | 7 | a ref2 swepub-contenttype |
| 072 | 7 | a kon2 swepub-publicationtype |
| 100 | 1 | a Gunnarsson, Robert,d 1972-u Jönköping University,Matematikdidaktik4 aut0 (Swepub:hj)guro |
| 245 | 1 0 | a Brackets and the structure sense |
| 264 | 1 | a Linköping :b Svensk förening för MatematikDidaktisk Forskning - SMDF,c 2014 |
| 338 | a electronic2 rdacarrier | |
| 520 | a Brackets are essential structure elements in mathematics expressions. However, students have shown to have scattered understanding of the concept of brackets and how they are used in mathematical expressions. In this paper we present data that illustrate students’ perceptions of the word “brackets” and how these perceptions influence their use of brackets in numerical expressions. Based on our data we argue that the teaching of the concept of brackets also need to describe brackets as ordered pairs where each symbol has a unique counterpart and that insertion of brackets can, but does not have to, modify the structure of an expression. | |
| 650 | 7 | a SAMHÄLLSVETENSKAPx Utbildningsvetenskapx Didaktik0 (SwePub)503022 hsv//swe |
| 650 | 7 | a SOCIAL SCIENCESx Educational Sciencesx Didactics0 (SwePub)503022 hsv//eng |
| 700 | 1 | a Karlsson, Annasarau Jönköping University,Matematikdidaktik4 aut |
| 710 | 2 | a Jönköping Universityb Matematikdidaktik4 org |
| 773 | 0 | t Development of Mathematics Teaching: Design, Scale, Effectsd Linköping : Svensk förening för MatematikDidaktisk Forskning - SMDFg , s. 47-55q <47-55z 9789197393492 |
| 856 | 4 | u https://hj.diva-portal.org/smash/get/diva2:775732/FULLTEXT01.pdfx primaryx Raw objecty fulltext:print |
| 856 | 4 8 | u https://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-25501 |
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