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Science and Mathematics Education Commons™
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Full-Text Articles in Science and Mathematics Education
An Integrated Study Of Children's Construction Of Improper Fractions And The Teacher's Role In Promoting That Learning, Ron Tzur
Ron Tzur
In this constructivist teaching experiment with 2 fourth graders I studied the coemergence of teaching and children's construction of a specific conception that supports the generation of improper fractions. The children's posing and solving tasks in a computer microworld promoted a modification in their fraction schemes. They advanced from thinking about a unit fraction as a part of a whole to thinking about it as standing in a multiplicative relationship with a reference whole (the iterative fraction scheme). In this article I report an intertwined analysis of the children's construction of this multiplicative relationship and an examination of the teacher's …
Distinguishing Two Stages Of Mathematics Conceptual Learning, Ron Tzur, Marty Simon
Distinguishing Two Stages Of Mathematics Conceptual Learning, Ron Tzur, Marty Simon
Ron Tzur
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 Glasersfeld’s 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.
Distinguishing Two Stages Of Mathematics Conceptual Learning, Ron Tzur, Marty Simon
Distinguishing Two Stages Of Mathematics Conceptual Learning, Ron Tzur, Marty Simon
Ron Tzur
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 Glasersfeld’s 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.