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Re-Framing the Conceptual Change Approach in Learning and Instruction
Drawing from philosophical historical and psychological research this bookredefines conceptual change as it applies to learning and instruction. Dividedinto three sections this book addresses foundations of conceptual changeresearch examines the influence that personal beliefs have on conceptualchange and focuses on mathematics learning and teaching. It reflects currentstateoftheart conceptual change work. Each section includes a specializedintroduction and ends with thoughtprovoking commentaries. It is written byexperts in the field. «
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