A Framework to Categorize Students as Learners Based on their Cognitive Practices while Learning Differential Equations and Related Concepts

Autor/in	Raychaudhuri, Debasree
Titel	A Framework to Categorize Students as Learners Based on their Cognitive Practices while Learning Differential Equations and Related Concepts
Quelle	In: International Journal of Mathematical Education in Science and Technology, 44 (2013) 8, S.1239-1256 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2013.770093
Schlagwörter	Undergraduate Students; College Mathematics; Mathematical Concepts; Calculus; Classification; Cognitive Structures; Learning Strategies; Conflict Resolution; Interviews; California + Suchen Sie Ihr Suchwort? Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Classification system; Klassifikation; Klassifikationssystem; Cognitive structure; Kognitive Struktur; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Conflict solving; Konfliktlösung; Konfliktregelung; Interviewing; Interviewtechnik; Kalifornien
Abstract	There are numerous theories that offer cognitive processes of students of mathematics, all documenting various ways to describe knowledge acquisition leading to successful transitions from one stage to another, be it characterized by Dubinsky's encapsulation, Sfard's reification or Piaget's equilibration. We however are interested in the following question. Who succeeds at making the leap and can we describe the attributes that set them apart from the ones that do not? In this article, we offer a framework to categorize students as learners based on their individual approaches towards learning concepts in differential equations and related concepts--as demonstrated by their efforts to resolve a conflict, conserve and rebuild their cognitive structures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10