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 1

Search for: All records

Award ID contains: 1821509

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. ; ; ; (, Educational Studies in Mathematics)
    Using Balacheff’s (2013) model of conceptions, we inferred potential conceptions in three examples presented in the spanning sets section of an interactive linear algebra textbook. An analysis of student responses to two similar reading questions revealed additional strategies that students used to decide whether a vector was in the spanning set of a given set of vectors. An analysis of the correctness of the application of these strategies provides a more nuanced understanding of student responses that might be more useful for instructors than simply classifying the responses as right or wrong. These findings add to our knowledge of the textbook’s presentation of span and student understanding of span. We discuss implications for research and practice. 
    more » « less
    Full Text Available 
  2. ; ; ; ; (, International Journal of Mathematical Education in Science and Technology)
    Full Text Available 
  3. ; ; ; ; ; ; (, ZDM – Mathematics Education)
    Full Text Available 
  4. (, For the Learning of Mathematics)
    null (Ed.)
    In this essay we reflect on the evolution of a strategy designed to gather data about students’ actions with dynamic textbooks in university mathematics as part of a two-year long, federally-funded, large-scale exploratory study. We present the context of the study, and how that context generated both opportunities and challenges to obtain information about student actions with these textbooks. The evolving process of data collection has provided insights into the relationship between researchers, participants, context, and data collection systems, and the ways in which these inform each other. 
    more » « less
    Accepted Manuscript Full Text Available