Postulating Relationships Between Levels of Knowing and Types of Tasks in Mathematics Teaching: A constructivist perspectiveSTEM Faculty Presentations
Document TypeConference Proceeding
Citation InformationTzur, R., and Simon, M.A. (1999). Postulating relationships between levels of knowing and types of tasks in mathematics teaching: A constructivist perspective. In F. Hitt & M. Santos (Eds.), Proceedings of the twenty-first annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, (vol. 2, pp. 805-810). Cuernavaca, Mexico.