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Learning algebra through motion: An examination of pre-service teachers’ misconceptions when using motion detectors for the first time

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dc.contributor.authorYANIK, HÜSEYİN BAHADIR
dc.contributor.authorH. Bahadır Yanik
dc.contributor.orcid0000-0001-7769-2306
dc.date.accessioned2025-11-13T22:32:03Z
dc.date.issued2017-10-02
dc.identifier.doihttps://doi.org/10.1080/19477503.2017.1375360
dc.identifier.endpage55
dc.identifier.issn1947-7503
dc.identifier.issue1
dc.identifier.openalexW2768299093
dc.identifier.startpage44
dc.identifier.urihttps://hdl.handle.net/11421/14480
dc.identifier.urihttps://doi.org/10.1080/19477503.2017.1375360
dc.identifier.volume11
dc.language.isoen
dc.relation.ispartofInvestigations in Mathematics Learning
dc.rightsrestrictedAccess
dc.subjectAffordance
dc.subjectMotion (physics)
dc.subjectComputer science
dc.subjectMathematics education
dc.subjectCalculator
dc.subjectCoding (social sciences)
dc.subjectPerception
dc.subjectMathematics
dc.subjectHuman–computer interaction
dc.subjectArtificial intelligence
dc.subjectPsychology
dc.subject.sdg4
dc.titleLearning algebra through motion: An examination of pre-service teachers’ misconceptions when using motion detectors for the first time
dc.typeArticle
dspace.entity.typePublication
local.authorid.openalexA5021845243

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