116 results on '"Mejia-Ramos, Juan"'
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2. The Intermediate Value Theorem and Implicit Assumptions
3. Divergence Criteria and Logic in Communication
4. Continuity and Definitions
5. Continuity, Strict Monotonicity, Inverse Functions and Solving Equations
6. Sequence Convergence and Irrational Decimal Approximations
7. Algebraic Limit Theorems and Error Accumulation
8. Equivalent Real Numbers and Infinite Decimals
9. Six Teaching Principles
10. The Fundamental Theorem of Calculus and Conceptual Explanation
11. The Riemann Integral and Area-Preserving Transformations
12. Taylor Polynomials and Modeling the Complex with the Simple
13. Differentiation Rules and Attention to Scope
14. Area-Preserving Transformations: Cavalieri in 2D
15. Mathematics Majors' Diagram Usage When Writing Proofs in Calculus
16. Activities That Mathematics Majors Use to Bridge the Gap between Informal Arguments and Proofs
17. Effective but Underused Strategies for Proof Comprehension
18. Pre- and In-Service Teachers' Perceived Value of an Experimental Real Analysis Course for Teachers
19. Taylor Polynomials and Modeling the Complex with the Simple
20. Differentiation Rules and Attention to Scope
21. Algebraic Limit Theorems and Error Accumulation
22. Equivalent Real Numbers and Infinite Decimals
23. Continuity, Strict Monotonicity, Inverse Functions and Solving Equations
24. The Fundamental Theorem of Calculus and Conceptual Explanation
25. Divergence Criteria and Logic in Communication
26. Sequence Convergence and Irrational Decimal Approximations
27. Continuity and Definitions
28. The Intermediate Value Theorem and Implicit Assumptions
29. The Riemann Integral and Area-Preserving Transformations
30. Differentiability and the Secant Slope Function
31. Six Teaching Principles
32. Connecting the learning of advanced mathematics with the teaching of secondary mathematics: Inverse functions, domain restrictions, and the arcsine function
33. Linguistic Conventions of Mathematical Proof Writing at the Undergraduate Level: Mathematicians' and Students' Perspectives
34. Mathematics teachers’ views about the limited utility of real analysis: A transport model hypothesis
35. Making Real Analysis Relevant to Secondary Teachers: Building up from and Stepping down to Practice
36. The construction and evalulation of arguments in undergraduate mathematics: A theoretical and a longitudinal multiple-case study
37. Bridging the gap between graphical arguments and verbal-symbolic proofs in a real analysis context
38. Mathematics Majors' Perceptions of the Admissibility of Graphical Inferences in Proofs
39. On Relative and Absolute Conviction in Mathematics
40. Two proving strategies of highly successful mathematics majors
41. ON RELATIVE AND ABSOLUTE CONVICTION IN MATHEMATICS
42. Mathematics Majors' Beliefs about Proof Reading
43. How Mathematicians Obtain Conviction: Implications for Mathematics Instruction and Research on Epistemic Cognition
44. How Persuaded Are You? A Typology of Responses
45. The Long-Term Cognitive Development of Reasoning and Proof
46. Why and how mathematicians read proofs: further evidence from a survey study
47. On Mathematicians' Proof Skimming: A Reply to Inglis and Alcock
48. The Influence of Sources in the Reading of Mathematical Text: A Reply to Shanahan, Shanahan, and Misischia
49. Mathematics Majors’ Perceptions of the Admissibility of Graphical Inferences in Proofs
50. Mathematicians' Perspectives on Features of a Good Pedagogical Proof
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