Job Title

Professor

Department

Institute of Education

Phone

01926 856728

Email

Web Link

Research Interests

The development of mathematical thinking from child to mathematician; Symbols as process and concept; Embodiment of mathematical ideas; Use of the computer for conceptual understanding; theoretical developments in 'Three Worlds of Mathematics'; currently consultant with APEC Lesson Study Project.

Biography

Wellingborough Grammar School 1952-1960 Wadham College Oxford, 1960-1966 University of Sussex, 1966-1969 University of Warwick, Mathematics 1969-1979 Science Education then Education 1979-2006 Emeritus Professor 2006-

- Gülba?ci Dede, Hande, Yilmaz, Zuhal, Akkoç, Hatice, Tall, David, 2023. Enhancing pre-service mathematics teachers? understanding of function ideas. International Journal of Mathematical Education in Science and Technology, 54 (10), pp. 2122-2146
- Tall, David, de Lima, Rosana Nogueira, Healy, Lulu, 2014. Evolving a three-world framework for solving algebraic equations in the light of what a student has met before. The Journal of Mathematical Behavior, 34, pp. 1-13
- Tall, David Orme, Katz, Mikhail, 2014. A cognitive analysis of Cauchy's conceptions of function, continuity, limit and infinitesimal, with implications for teaching the calculus. Educational Studies in Mathematics, 86 (1), pp. 97-124
- Kidron, Ivy, Tall, David, 2014. The roles of visualization and symbolism in the potential and actual infinity of the limit process. Educational Studies in Mathematics
- Katz, Mikhail G., Tall, David, 2013. A Cauchy-Dirac Delta function. Foundations of Science, 18 (1), pp. 107-123
- McGowen, Mercedes A., Tall, David, 2013. Flexible thinking and met-befores : impact on learning mathematics. The Journal of Mathematical Behavior, 32 (3), pp. 527-537
- Tall, David, 2008. James J. Kaput (1942?2005) imagineer and futurologist of mathematics education. Educational Studies in Mathematics, Vol. 6 (No. 2), pp. 185-193
- Nogueira de Lima , Rosana, Tall, David, 2008. Procedural embodiment and magic in linear equations. Educational Studies in Mathematics, Vol. 6 (No. 1), pp. 3-18
- Pegg, John, Tall, David, 2005. The fundamental cycle of concept construction underlying various theoretical frameworks. ZDM, Vol.37 (No.6), pp. 468-475
- Giraldo, Victor, Tall, David, Carvalho, Luiz Mariano, 2003. Using theoretical-computational conflicts to enrich the concept name of derivative. Research in Mathematics Education, Vol.5 (No.1), pp. 63-78
- Tall, David, 2001. Natural and formal infinities. Educational Studies in Mathematics, Vol.48 (No.2 -), pp. 199-238
- Tall, David, 2001. A child thinking about infinity. Journal of Mathematical Behavior, Vol.20 (No.1), pp. 7-19
- Tall, David, Tirosh, Dina, 2001. Infinity - the never-ending struggle. Educational Studies in Mathematics, Vol.48 (No.2 -), pp. 129-136
- Tall, David, Gray, Edward Martin, Bin Ali, Maselan, Crowley, Lillie, DeMarois, Phil, McGowen, Mercedes, Pitta, Demetra, Pinto, Marcia, Thomas, Michael, Yusof, Yudariah, 2001. Symbols and the bifurcation between procedural and conceptual thinking. Canadian Journal of Science, Mathematics and Technology Education, Vol.1, pp. 81-104
- Gray, Edward Martin, Pitta, Demetra, Tall, David, 2000. Objects, actions, and images: a perspective on early number development. Journal of Mathematical Behavior, Vol.18 (No.4), pp. 401-413
- Tall, David, Thomas, M., Davis, G., Gray, Edward Martin, Simpson, Adrian, 2000. What is the object of the encapsulation of a process?. Journal of Mathematical Behavior, Vol.18 (No.2), pp. 223-241
- Gray, Edward Martin, Pinto, Marcia, Pitta, Demetra, Tall, David, 1999. Knowledge construction and diverging thinking in elementary & advanced mathematics. Educational Studies in Mathematics, Vol.38 (No.1-3), pp. 111-133
- Yusof , Yudariah bt. Mohammad, Tall, David, 1998. Changing attitudes to university mathematics through problem solving. Educational Studies in Mathematics, Vol.37 (No.1), pp. 67-82
- Tall, David, 1997. Metaphorical objects in advanced mathematical thinking. International Journal of Computers for Mathematical Learning, Vol. 2 (No. 1), pp. 61-65
- Tall, David, Rashidi Razali , Mohamad, 1993. Diagnosing students' difficulties in learning mathematics. International Journal of Mathematical Education in Science and Technology, Vol.24 (No.2), pp. 209-222
- Tall, David, 1993. School algebra and the computer. Micromath, Vol.9 (No.1), pp. 38-41
- Tall, David, 1993. Success and failure in mathematics: the flexible meaning of symbols as process and concept. Mathematics Teaching, Vol.14, pp. 6-10
- Tall, David, 1992. Success and failure in arithmetic and algebra. Mathematics Teaching, pp. 2-7
- Tall, David, 1992. Visualizing differentials in two and three dimensions. Teaching Mathematics and Its Applications, Vol.11 (No.1), pp. 1-7
- Tall, David, Bakar, Md. Nor, 1992. Students' mental prototypes for functions and graphs. International Journal of Mathematical Education in Science and Technology, Vol.23 (No.1), pp. 39-50
- Tall, David, Thomas, Michael, 1991. Encouraging versatile thinking in algebra using the computer. Educational Studies in Mathematics, Vol.22 (No.2), pp. 125-147
- Tall, David, 1991. Visualizing differentials in integration to picture the fundamental theorem of calculus. Mathematics Teaching, Vol.13, pp. 29-32
- Tall, David, 1990. Misguided discovery. Mathematics Teaching, Vol. 1, pp. 27-29
- Tall, David, 1990. A versatile approach to calculus and numerical methods. Teaching Mathematics and Its Applications, Vol.9 (No.3), pp. 124-131
- Tall, David, 1987. W(h)ither calculus?. Mathematics Teaching, Vol.11, pp. 50-54
- Tall, David, 1986. Lies, damn lies ... and differential equations. Mathematics Teaching, Vol.11, pp. 54-57
- Tall, David, 1986. A graphical approach to integration and the fundamental theorem. Mathematics Teaching, Vol.11, pp. 48-51
- Tall, David, 1985. Understanding the calculus. Mathematics Teaching, Vol.110, pp. 49-53
- Tall, David, 1985. Chords, tangents and the Leibniz notation. Mathematics Teaching, Vol.11, pp. 48-52
- Tall, David, 1985. The gradient of a graph. Mathematics Teaching, Vol.11, pp. 48-52
- Tall, David, Vinner, Shlomo, 1981. Concept image and concept definition in mathematics with particular reference to limits and continuity. Educational Studies in Mathematics, Vol.12 (No.7), pp. 151-169
- Tall, David, 1980. The notion of infinite measuring number and its relevance in the intuition of infinity. Educational Studies in Mathematics, Vol.11 (No.3), pp. 271-284
- Tall, David, Schwarzenberger, R. L. E., 1978. Conflicts in the learning of real numbers and limits. Mathematics Teaching, Vol.82, pp. 44-49

- Tall, David, Mejia-Ramos, Juan Pablo, 2010. The long-term cognitive development of reasoning and proof. Conference on Explanation and Proof in Mathematics - Philosophical and Educational Perspectives, Essen, Germany, Nov 2006, Published in Explanation and Proof in Mathematics: Philosophical and Educational Perspectives, pp. 137-149