Justification Enlightenment and Combining Constructions of Knowledge

Autor/inn/en	Kidron, Ivy; Dreyfus, Tommy
Titel	Justification Enlightenment and Combining Constructions of Knowledge
Quelle	In: Educational Studies in Mathematics, 74 (2010) 1, S.75-93 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-009-9228-7
Schlagwörter	Constructivism (Learning); Case Studies; Learning Processes; Mathematics Instruction; Teaching Methods; Teaching Models; Abstract Reasoning + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Learning process; Lernprozess; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmodell; Abstraktes Denken; Denken
Abstract	This case study deals with a solitary learner's process of mathematical justification during her investigation of bifurcation points in dynamic systems. Her motivation to justify the bifurcation points drove the learning process. Methodologically, our analysis used the nested epistemic actions model for abstraction in context. In previous work, we have shown that the learner's attempts at justification gave rise to several processes of knowledge construction, which develop in parallel and interact. In this paper, we analyze the interaction pattern of combining constructions and show that combining constructions indicate an enlightenment of the learner. This adds an analytic dimension to the nested epistemic actions model of abstraction in context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10