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{\b\fs28 Author P Thompson}\line Retrieved from https://cepa.info on 20 Feb 2020
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Silverman, J. & Thompson, P. W., 2008. Toward a framework for the development of mathematical knowledge for teaching. {\i Journal of Mathematics Teacher Education}, 11, pp. 499-511. Available at https://cepa.info/276
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Steffe, L. P. & Thompson, P. W., 2000. Interaction or intersubjectivity? A reply to Lerman. {\i Journal for Research in Mathematics Education}, 31(2), pp. 191-209. Available at https://cepa.info/2109
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Steffe, L. P. & Thompson, P. W., 2000. Teaching experiment methodology: Underlying principles and essential elements. In R. Lesh & A. E. Kelly, ed. {\i Research design in mathematics and science education}. Hillsdale NJ: Lawrence Erlbaum, pp. 267-307. Available at https://cepa.info/2110
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Thompson, P. W., 1982. Were lions to speak, we wouldn\u146\'92t understand. {\i The Journal of Mathematical Behavior}, 3(2), pp. 147-165. Available at https://cepa.info/3047
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Thompson, P. W., 1991. Getting ahead: With theories. I have a theory about this. In R. Underhill & C. Brown, ed. {\i Proceedings of the annual meeting of the North American chapter, international group for the psychology of mathematics education: Plenary papers}. Blacksburg: PME-NA, pp. 240-245. Available at https://cepa.info/3663
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Thompson, P. W., 1991. To experience is to conceptualize: A discussion of epistemology and mathematical experience. In L. P. Steffe, ed. {\i Epistemological foundations of mathematical experience}. New York: Springer, pp. 260-281. Available at https://cepa.info/3904
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Thompson, P. W., 1995. Constructivism, cybernetics, and information processing: Implications for research on mathematical learning. In L. P. Steffe & J. Gale, ed. {\i Constructivism in education}. Hillsdale NJ: Erlbaum, pp. 123-134. Available at https://cepa.info/2958
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Thompson, P. W., 2000. Radical constructivism: Reflections and directions. In L. P. Steffe & P. W. Thompson, ed. {\i Radical constructivism in action: Building on the pioneering work of Ernst von Glasersfeld}. London: Falmer Press, pp. 412-448. Available at https://cepa.info/2971
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Thompson, P. W., 2002. Didactic objects and didactic models in radical constructivism. In K. Gravemeijer, R. Lehrer & B. V. L. Oers, eds. {\i Symbolizing, modeling and tool use in mathematics education}. Dordrecht: Kluwer, pp. 197-220.
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Thompson, P. W., 2008. Conceptual analysis of mathematical ideas: Some spadework at the foundations of mathematics education. In O. Figueras, J. L. Cortina, S. Alatorre, T. Rojano & A. S\u233\'e9pulveda, eds. {\i Proceedings of the Annual Meeting of the International Group for the Psychology of Mathematics Education. Volume 1}. Mor\u233\'e9lia (Mexico): PME, pp. 45-64. Available at https://cepa.info/300
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