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The complexity of knowledge construction in a classroom setting

, , , and . INDRUM 2018, (2018)"The complexity of knowledge flow in the classroom, even based on this one class session, is far greater than one might imagine. ".

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Abstraction in context: Epistemic actions, , and . Journal for Research in Mathematics Education, 32 (2): 195 (2001)Reconstruction of Meanings for Function Approximation., and . Int. J. Comput. Math. Learn., 3 (2): 93-112 (1998)Computer architecture and mental models., , and . SIGCSE, page 101-105. ACM, (2005)The nested epistemic actions model for abstraction in context: theory as methodological tool and methodological tool as theory, , and . Approaches to Qualitative Research in Mathematics Education, Springer, (2015)Why Johnny Can't Prove. Educational Studies in Mathematics, 38 (1-3): p85-109 (1999)Teacher guidance of knowledge construction, , , and . the 28th international conference for the psychology of mathematics education, 4, Bergen, Norway, Bergen University College., (2004)The complexity of knowledge construction in a classroom setting, , , and . INDRUM 2018, (2018)"The complexity of knowledge flow in the classroom, even based on this one class session, is far greater than one might imagine. ".The Epistemic Role of Gestures: A Case Study on Networking of APC and AiC, , , and . Networking of theories as a research practice in mathematics education, Springer, (2014)