{\rtf1\ansi\deff0 {\fonttbl {\f0 Times;}}\fs24
{\pard\qc\sa180
{\b\fs28 Author P. W. Thompson}\line Retrieved from https://cepa.info on 20 Jun 2021
\par}
{\pard\sa180
Silverman, J. & Thompson, P. W. (2008). Toward a framework for the development of mathematical knowledge for teaching. {\i Journal of Mathematics Teacher Education}, {\i 11}, 499-511. https://cepa.info/276
\par}
{\pard\sa180
Steffe, L. P. & Thompson, P. W. (2000). Interaction or intersubjectivity? A reply to Lerman. {\i Journal for Research in Mathematics Education}, {\i 31}(2), 191-209. https://cepa.info/2109
\par}
{\pard\sa180
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} (pp. 267-307). Hillsdale NJ: Lawrence Erlbaum. https://cepa.info/2110
\par}
{\pard\sa180
Thompson, P. W. (1982). Were lions to speak, we wouldn\u146\'92t understand. {\i The Journal of Mathematical Behavior}, {\i 3}(2), 147-165. https://cepa.info/3047
\par}
{\pard\sa180
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} (pp. 240-245). Blacksburg: PME-NA. https://cepa.info/3663
\par}
{\pard\sa180
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} (pp. 260-281). New York: Springer. https://cepa.info/3904
\par}
{\pard\sa180
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} (pp. 123-134). Hillsdale NJ: Erlbaum. https://cepa.info/2958
\par}
{\pard\sa180
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} (pp. 412-448). London: Falmer Press. https://cepa.info/2971
\par}
{\pard\sa180
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} (pp. 197-220). Dordrecht: Kluwer.
\par}
{\pard\sa180
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} (pp. 45-64). Mor\u233\'e9lia (Mexico): PME. https://cepa.info/300
\par}
}