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January 2009, Volume 40, Issue 1


The Slippery Road From Actions on Objects to Functions and Variables
Tamar Paz; Uri Leron
Functions are all around us, disguised as actions on concrete objects. Our data show that the intuitions about change and invariance entailed by the action-on-objects scheme, although helpful in earlier stages of learning functions, may later come to clash with the formal concepts of function and of composition of functions.

An Interpretive Scheme for Analyzing the Identities That Students Develop in Mathematics Classrooms
Paul Cobb; Melissa Gresalfi; Lynn Hodge
The primary purpose in this article is to propose an interpretive scheme for analyzing the identities that students develop in mathematics classrooms that can inform instructional design and teaching.