for the learning of mathematics |
| David Tall - Vol. 1 Num. 2 (1981) | ||
| The anatomy of a discovery in mathematics research | 25-34 | |
| David Tall - Vol. 2 Num. 2 (1982) | ||
| Comments on the difficulty and validity of various approaches to the calculus | 16-21 | |
| David Tall - Vol. 4 Num. 3 (1984) | ||
| Research problems in mathematics education - III c | 25-26 | |
| David Tall - Vol. 9 Num. 3 (1989) | ||
| Concept images, generic organizers, computers, and curriculum change | 37-42 | |
| David Tall - Vol. 11 Num. 1 (1991) | ||
| The general, the abstract, and the generic in advanced mathematics | 38-42 | |
| David Tall - Vol. 22 Num. 1 (2002) | ||
| Building formal mathematics on visual imagery: a case study and a theory | 2-10 | |
| David Tall - Vol. 24 Num. 1 (2004) | ||
| Building theories: the three worlds of mathematics: a comment on Inglis 23(3) | 29-32 | |
| David Tall - Vol. 31 Num. 1 (2011) | ||
| Crystalline concepts in long-term mathematical invention and discovery ABSTRACT | 3-8 | |
| David Tall - Vol. 31 Num. 2 (2011) | ||
| Looking for the bigger picture | 17-18 | |
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