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ΕΙΣΑΓΩΓΗ ΚΑΙ ΠΑΡΟΥΣΙΑΣΗ ΤΕΥΧΟΥΣ

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ΜΑΡΙΑΝΝΑ ΤΖΕΚΑΚΗ (ΜΑΡΙΑΝΝΑ ΤΖΕΚΑΚΙ)

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Παρουσίαση του δεύετερου τεύχους που είναι αφιέρωμα στους νέους ερευνητές.

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Duval, R. (1999). Representation, Vision and Visualization: Cognitive Functions. In Mathematical Thinking. Basic Issues for Learning.

Fischbein, E. (1993). The theory of figural concepts. Educational studies in mathematics, 24(2), 139-162.

Gal, H., & Linchevski, L. (2010). To see or not to see: analyzing difficulties in geometry from the perspective of visual perception. Educational studies in mathematics, 74(2), 163-183.

Jones, K, & Tzekaki, M. (2016). Research on the teaching and learning of geometry

The power of story: Its role in learning mathematics. Math Teaching, 135, 42-45.. In The second handbook of research on the psychology of mathematics education (pp. 109-149). Brill Sense.

Kalogirou, P., & Gagatsis, A. (2011). A first insight of the relationship between students’ spatial ability and geometrical figure apprehension. Acta Didattica Universitari Cominiane Mathematics, 11, 27-39.

Komatsu, Κ., & Jones, Κ. (2020). Interplay between Paper- and- Pencil Activity and Dynamic Geometry Environment Use during generalization and proving. Digital Experiences in Mathematics Education

Maschietto, M., & Soury-Lavergne, S. (2013). Designing a duo of material and digital artifacts: The Pascaline and Cabri Elem e-books in primary school mathematics. ZDM: The International Journal on Mathematics Education, 45(7), 959–971.

Lortie-Forgues, H., Tian, J., & Siegler, R. S. (2015). Why is learning fraction and decimal arithmetic so difficult? Developmental Review, 38, 201–221.


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