Igor' Kontorovich

University of Auckland

New Zealand

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Articles (12)

Transitioning to proof via writing scripts on the rules of a new discourse

Year:

2024

Not as Straightforward as It Appears: Undergraduates Leverage Areas to Find Definite Integrals

Year:

2023

When learning stumbles upon identity and affect: a loaded student–student collaboration in linear algebra

Year:

2023

The Area Enclosed by a Function Is Not Always the Definite Integral: Relearning Through Collaborative Transitioning Within a Learning-Support Module

Year:

2023

From Collaborative Construction, Through Whole-Class Presentation, to a Posteriori Reflection: Proof Progression in a Topology Classroom

Year:

2023

Growing research groves to visualize young students’ learning in small groups

Year:

2023

How narratives about the secondary-tertiary transition shape undergraduate tutors’ sense-making of their teaching

Year:

2023

“Find the area enclosed by...” Parceling an especially robust model of reasoning among first-year students

Year:

2023

Transforming mathematical identity: changes in one international student’s positioning during first-year mathematics tutorials

Year:

2023

Correction to: Minding mathematicians’ discourses in investigations of their feedback on students’ proofs: a case study

Year:

2022

Pre-university students square-root from squared things: A commognitive account of apparent conflicts within learners' mathematical discourses

Year:

2021

Implementation of research on scriptwriting in an undergraduate mathematics course: a study of teacher-researcher collaboration

Year:

2021

Collaborators (1)

Lisa Darragh

Lecturer

University of Auckland

NEW ZEALAND

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