참고문헌
- 김진숙 (1998). 문제해결과 교과서 문제의 교육과정적 의미. 교육과정연구, 16(2), 205-226.
- 도종훈 (2008). 직선의 대수적 표현과 직선성(直線性)으로서의 기울기. 수학교육논문집, 22(3), 337-347.
- 안숙영 (2005). 기울기의 개념 분석과 일차함수의 이해를 돕는 기울기 지도. 서울대학교 대학원.
- 양기열, 장유선 (2010). 고등학생들의 함수단원 학습과정에서 나타나는 오류유형 분석과 교정. 한국학교수학회논문집, 13(1), 23-43.
- 우정호, 조영미 (2001). 학교수학 교과서에서 사용하는 정의에 관한 연구. 수학교육학연구, 11(2), 363-384.
- 이헌수, 김영철, 박영용, 김민정 (2015). 일차방정식과 일차함수에 대한 중학생들의 인식과 오류. 한국학교수학회논문집, 18(3), 259-279.
- Carlson, M., Oehrtman, M., & Engelke, N. (2010). The precalculus concept assessment: A tool for assessing students' reasoning abilities and understandings. Cognition and Instruction, 28, 113-145. https://doi.org/10.1080/07370001003676587
- Clapham, C., & Nicholson, J. (2009). Oxford concise dictionary of mathematics, gradien. Retrieved from http://web.cortland.edu/matresearch/OxfordDictionary
- Confrey, J., & Smith, E. (1995). Splitting, covariation, and their role in the development of exponential functions. Journal for Research in Mathematics Education, 26, 66-86. https://doi.org/10.2307/749228
- Foreman, S. (1987). Algebra: First course. Boston, MA: Addison-Wesley Educational Publishers.
- Freudenthal, H. (1991). Revisiting mathematics education. Dordrecht, The Netherlands: Kluwer.
- Kaufmann, J. E. (1992). Intermediate algebra for college students. Belmont, CA:Brooks.
- Knuth, E. J. (2000). Student understanding of the cartesian connection: An exploratory study. Journal for Research in Mathematics Education, 31(4), 500-507. https://doi.org/10.2307/749655
- Leinhardt, G., Zaslavsky, O., & Stein, M. K. (1990). Functions, graphs, and graphing: Tasks, learning, and teaching, Review of Educational Research, 60(1), 1-64. https://doi.org/10.3102/00346543060001001
- Li, Y. (2000). A comparison of problems that follow selected content presentations in American and Chinese mathematics textbooks. Journal for Research in Mathematics Education, 31(2), 234-241. https://doi.org/10.2307/749754
- Moore-Russo, D., Conner, A., & Rugg, K. I. (2011). Can slope be negative in 3-space? Studying concept image of slope through collective definition construction. Educational Studies in Mathematics, 76(1), 3-21. https://doi.org/10.1007/s10649-010-9277-y
- Mudaly, V., & Moore-Russo, D. (2011). South African teachers' conceptualisations of gradient: A study of historically disadvantaged teachers in an advanced certificate in education programme, Pythagoras, 32(1), 27-33.
- Nagle, C., & Moore-Russo, D. (2012). A comparison of college instructors' and students' conceptualization of slope. In Van Zoest, L., Lo, J. J., & Kratkey, J. L. (Eds). Proceedings of the 34th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (p. 1010). Kalamazoo, MI: Western Michigan University.
- Noble, T., Nemirovsky, R., Wright, T. & Tierney, C. (2001). Experiencing change: The mathematics of change in multiple environments. Journal for Research in Mathematics Education, 32, 85-108. https://doi.org/10.2307/749622
- Semadeni, Z. (2008). The triple nature of mathematics: Deep ideas, surface representation, formal models. In M. Niss (Ed.), Proceedings of the 10th international Congress on Mathematical Education, (pp.4-11). Roskilde: Roskilde University Press.
- Stanton, M., & Moore-Russo, D. (2012). Conceptualizations of slope: A look at state standards. School Science and Mathematics, 112(5), 270-277. https://doi.org/10.1111/j.1949-8594.2012.00135.x
- Stump, S. (1999). Secondary mathematics teachers' knowledge of slope. Mathematics Education Research Journal, 11(2), 124-144. https://doi.org/10.1007/BF03217065
- Stump, S. (2001). Developing preservice teachers' pedagogical content knowledge of slope. Journal of Mathematical Behaviour, 20(2), 207-227. https://doi.org/10.1016/S0732-3123(01)00071-2
- Tall, D., & Vinner, S. (1981). Concept image and concept definition in mathematics with particular reference on limit and continuity. Educational Studies in Mathematics, 12(2), 151-169. https://doi.org/10.1007/BF00305619
- Vinner, S. (1991). The role of definition in the teaching and learning of mathematics. In D. Tall (Ed.), Advanced mathematical thinking (pp. 65-81). Dordrecht: Kluwer Academic Publishers.
- Zaslavsky, O. (2002) Being slopy about slpoe: The effect of changing the scale. Educational Studies in Mathematics, 49(1), 119-140. https://doi.org/10.1023/A:1016093305002