Discovery Reconceived: Product before Process

Autor/in	Abrahamson, Dor
Titel	Discovery Reconceived: Product before Process
Quelle	In: For the Learning of Mathematics, 32 (2012) 1, S.8-15 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0228-0671
Schlagwörter	Learning Theories; Discovery Learning; Mathematical Concepts; Teaching Methods; Cognitive Processes; Inferences; Personal Narratives + Suchen Sie Ihr Suchwort? Learning theory; Lerntheorie; Entdeckendes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Cognitive process; Kognitiver Prozess; Inference; Inferenz; Erlebniserzählung
Abstract	Motivated by the question, "What exactly about a mathematical concept should students discover, when they study it via discovery learning?", I present and demonstrate an interpretation of discovery pedagogy that attempts to address its criticism. My approach hinges on decoupling the solution process from its resultant product. Whereas theories of learning often focus on process as the site of discovery, I propose to focus instead on product. Specifically, I view student discovery of mathematical concepts as their guided heuristic-semiotic aligning of the product of analysis process with informal inference from naively seeing situations. I support my thesis with two vignettes. (As Provided).
Anmerkungen	FLM Publishing Association. 382 Education South, University of Alberta, Edmonton, Alberta T6G 2G5, Canada. e-mail: flm2@ualberta.ca; Web site: http://flm.educ.ualberta.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10