Towards an Elaboration of Concreteness Fading: Reflections on a Constructivist Teaching Experiment [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).

Autor/inn/en	Antonides, Joseph; Battista, Michael T.
Titel	Towards an Elaboration of Concreteness Fading: Reflections on a Constructivist Teaching Experiment [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).
Quelle	(2022), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Teaching Methods; Constructivism (Learning); Educational Psychology; Undergraduate Students; Thinking Skills; Mathematics Skills; Learning Theories; Middle School Teachers; Teacher Education Programs; Abstract Reasoning; Mathematical Concepts; Concept Formation + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Erziehungspsychologie; Pädagogische Psychologie; Denkfähigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Learning theory; Lerntheorie; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Abstraktes Denken; Denken; Concept learning; Begriffsbildung
Abstract	Over half a century has passed since Bruner suggested his three-stage enactive-iconic-symbolic model of instruction. In more recent research, predominantly in educational psychology, Bruner's model has been reformulated into the theory of instruction known as concreteness fading (CF). In a recent constructivist teaching experiment investigating two undergraduate students' combinatorial reasoning, we utilized an instructional approach that maintains the enactive-iconic-symbolic stages of CF, but through a gradual and much elaborated process. We found that our theory of levels of abstraction explicated the "fading" effect that is central to CF. In this theoretical report, we discuss how CF can be elaborated by our instructional approach and theoretical perspective. [For the complete proceedings, see ED630210.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01