Distinguishing Two Stages of Mathematics Conceptual Learning  

Oleh:

Tzur, Ron ; Simon, Marty

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: International Journal of Science and Mathematics Education vol. 2 no. 2 (2004), page 287-304.
Topik: MATHEMATICS; abstraction; concept development; conceptual learning; conceptualization - epistemology; learning; mathematics learning; stages of learning

Ketersediaan

Perpustakaan Pusat (Semanggi) Nomor Panggil: II21.2 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Isi artikel

In this theoretical article, we distinguish two stages of learning a new mathematical concept – participatory and anticipatory. We use a recently developed mechanism for explaining mathematical conceptual learning – reflection on activity - effect relationship –as well as von Glasersfelds tripartite model of a scheme, to explain qualitative distinctions between the two stages. We use this distinction to explain why instructional interventions (including inquiry - based approaches) may not bring about the intended instructional goals.

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