skip to main content
US FlagAn official website of the United States government
dot gov icon
Official websites use .gov
A .gov website belongs to an official government organization in the United States.
https lock icon
Secure .gov websites use HTTPS
A lock ( lock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

Explore Research Products in the PAR
It may take a few hours for recently added research products to appear in PAR search results.


  • Home
  • Search Results
  • Page 1 of 2

Search for: All records

Creators/Authors contains: "Bishop, J"

Note: When clicking on a Digital Object Identifier (DOI) number, you will be taken to an external site maintained by the publisher. Some full text articles may not yet be available without a charge during the embargo (administrative interval).
What is a DOI Number?

Some links on this page may take you to non-federal websites. Their policies may differ from this site.

  1. ; ; (, Computer Methods in Applied Mechanics and Engineering)
    Full Text Available 
  2. ; ; ; ; (, RUME 2021)
    null (Ed.)
    Accepted Manuscript Full Text Available
  3. ; ; ; ; ; (, The Journal of mathematical behavior)
    Accepted Manuscript Full Text Available
  4. ; ; ; ; (, Mathematics teaching in the middle school)
    Accepted Manuscript Full Text Available
  5. ; ; ; ; ; (, For the learning of mathematics)
    Accepted Manuscript Full Text Available
  6. ; ; ; ; (, Mathematics teaching in the middle school)
    Accepted Manuscript Full Text Available
  7. ; ; ; ; ; (, International journal of mathematical education in science and technology)
    Full Text Available 
  8. ; ; ; ; ; (, Journal for research in mathematics education)
    We identify and document 3 cognitive obstacles, 3 cognitive affordances, and 1 type of integer understanding that can function as either an obstacle or affordance for learners while they extend their numeric domains from whole numbers to include negative integers. In particular, we highlight 2 key subsets of integer reasoning: understanding or knowledge that may, initially, interfere with one’s learning integers (which we call cognitive obstacles) and understanding or knowledge that may afford progress in understanding and operating with integers (which we call cognitive affor- dances). We analyzed historical mathematical writings related to integers as well as clinical interviews with children ages 6–10 to identify critical, persistent cognitive obstacles and powerful ways of thinking that may help learners to overcome obstacles. 
    more » « less
    Accepted Manuscript Full Text Available
  9. ; ; ; ; ; (, Mathematics teaching in the middle school)
    Three meanings of the minus sign are shared. 
    more » « less
    Accepted Manuscript Full Text Available
  10. ; ; ; ; (, Teaching children mathematics)
    Accepted Manuscript Full Text Available