David Tall

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Co-authors

Michael O. J. ThomasEmeritus Professor of Mathematics Education, The University of AucklandVerified email at auckland.ac.nz
Demetra Pitta-PantaziProfessor Mathematics Education, University of CyprusVerified email at ucy.ac.cy
Hatice AkkoçMarmara UniversityVerified email at marmara.edu.tr
Mikhail KatzBar Ilan UniversityVerified email at math.biu.ac.il
Gary Ernest DavisUniversity of Massachusetts DartmouthVerified email at republicofmath.com
Luiz Mariano CarvalhoRio de Janeiro State UniversityVerified email at ime.uerj.br
Adrian SimpsonPrincipal of St. Mary’s College, Durham UniversityVerified email at durham.ac.uk
Juan Pablo Mejía RamosProfessor of Mathematics Education, Rutgers UniversityVerified email at math.rutgers.edu
Ivy KidronProfesssor of mathematics education, Jerusalem College of TechnologyVerified email at jct.ac.il
Boris KoichuProfessor, Mathematics Education, Weizmann Institute of ScienceVerified email at weizmann.ac.il
Amir AsghariLiverpool John Moores UniversityVerified email at ljmu.ac.uk
Rosana Nogueira de LimaCentro Nacional de Educação
Akihiko Takahashi 高橋昭彦Lesson Study AllianceVerified email at lsalliance.org

David Tall

Emeritus Professor in Mathematical Thinking, Warwick University

Verified email at warwick.ac.uk - Homepage

Mathematical Thinking


Title Sort by citations Sort by year Sort by title	Cited by Cited by	Year
Concept image and concept definition in mathematics with particular reference to limits and continuity D Tall, S Vinner Educational studies in mathematics 12 (2), 151-169, 1981	4052	1981
The psychology of advanced mathematical thinking D Tall Advanced mathematical thinking, 3-21, 1991	1906*	1991
Duality, ambiguity, and flexibility: A “proceptual” view of simple arithmetic EM Gray, DO Tall Journal for research in Mathematics Education 25 (2), 116-140, 1994	1770	1994
Advanced mathematical thinking D Tall Springer Science & Business Media, 1991	1276	1991
Advanced mathematical thinking D Tall Springer Science & Business Media, 1991	1276	1991
The transition to advanced mathematical thinking: Functions, limits, infinity and proof D Tall Handbook of research on mathematics teaching and learning 20, 495-511, 1992	813	1992
How humans learn to think mathematically: Exploring the three worlds of mathematics D Tall Cambridge University Press, 2013	582	2013
The transition to formal thinking in mathematics D Tall Mathematics Education Research Journal 20 (2), 5-24, 2008	549	2008
Functions and calculus D Tall International Handbook of Mathematics Education: Part 1, 289-325, 1996	504	1996
Algebraic number theory I Stewart, DO Tall Chapman and Hall, 1979	457	1979
Thinking Through Three Worlds of Mathematics. D Tall International Group for the Psychology of Mathematics Education, 2004	451	2004
Students’ difficulties in calculus D Tall proceedings of working group 3, 13-28, 1993	442	1993
Algebraic number theory and Fermat's last theorem I Stewart, D Tall AK Peters/CRC Press, 2001	375	2001
Conflicts in the learning of real numbers and limits D Tall, RLE Schwarzenberger Mathematics teaching 82, 44-49, 1978	366	1978
Cognitive growth in elementary and advanced mathematical thinking D Tall PME conference 1, 1-61, 1995	349	1995
Group representations, λ-rings and the J-homomorphism,” Topology 8 (1969), pp. 253–297. MR 0244387 Zbl 0159.53301 M Atiyah, DO Tall Topology 8, 2530-297, 1969	339*	1969
The general, the abstract, and the generic in advanced mathematics G Harel, D Tall For the learning of mathematics 11 (1), 38-42, 1991	298	1991
Encouraging versatile thinking in algebra using the computer D Tall, M Thomas Educational studies in mathematics 22 (2), 125-147, 1991	287	1991
Knowledge construction and diverging thinking in elementary & advanced mathematics E Gray, M Pinto, D Pitta, D Tall Educational studies in mathematics 38, 111-133, 1999	267	1999
What is the object of the encapsulation of a process? D Tall, M Thomas, G Davis, E Gray, A Simpson The Journal of Mathematical Behavior 18 (2), 223-241, 1999	267	1999

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