Empirical Generalisation as an Inadequate Cognitive Scaffold to Theoretical Generalisation of a More Complex Concept [Konferenzbericht] Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, HI, Jul 13-18, 2003), v4 p419-426.

Autor/in	Williams, Gaye
Titel	Empirical Generalisation as an Inadequate Cognitive Scaffold to Theoretical Generalisation of a More Complex Concept [Konferenzbericht] Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, HI, Jul 13-18, 2003), v4 p419-426.
Quelle	4 (2003), S.419-426 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Prior Learning; Generalization; Geometry; Concept Formation; Cognitive Processes; Task Analysis; Mathematical Concepts; Scaffolding (Teaching Technique) + Suchen Sie Ihr Suchwort? Vorkenntnisse; Geometrie; Concept learning; Begriffsbildung; Cognitive process; Kognitiver Prozess; Aufgabenanalyse
Abstract	The impact of prior learning on new learning is highlighted by the case of Dean, a Year 8 student who developed his own method to find the sum of the interior angles of a polygon without knowing why his method worked. Enriched transcripts and visual displays of the cognitive, social (Dreyfus, Hershkowitz, & Schwarz, 2001) and affective elements (Williams, 2002) of Dean's interrupted abstraction process informed the identification of factors that inhibited Dean's constructing process. It was found Dean possessed an empirical, not theoretical, generalization (Davydov, 1990) about sums of interior angles of triangles that was an inadequate cognitive artifact for constructing the new more complex theoretical generalization. The study suggests use of tasks designed with the opportunity develop assumed knowledge in conjunction with new concepts. (Contains 1 footnote, 1 figure, and 2 tables.) [Additional support was provided by the Mathematical Association of Victoria. For complete proceedings, see ED500860.] (Author).
Anmerkungen	International Group for the Psychology of Mathematics Education. 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Tel: +27-21-715-3559; Fax: +27-88-021-715-3559; e-mail: info@igpme.org; Web site: http://igpme.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10